mkmaakmm&am 



WM—nwnnpnw u iii MB ii iiiiiniiiiiin tmmnnxfn( tmmauBifn iman i mw \ rrr\mmm mm\ 




K ao mkimi i mgumiaBiiimuiu miMM 



rnnm i wtlrtH i t li l |ii f» MMaM— 




Class __Lh_lLkl. 



Book 



A 



-Ja fcfe 



Copyright}!^. 



COPYRIGHT DEPOSIT. 



A YEAR BOOK 



FOR 



PRIM ARY GRADES 

Based on FroebeVs Mother Plays 



BY 



ETTA MERRICK GRAVES, 

Graduate of the Garland Training School, Boston. 

Kindergartner and Assistant in Primary^ Andover, Mass. 

AND 

AMELIA WARFIELD WATKINS, 

Graduate of the Wheelock Training School, Boston. 

Primary Teacher in Liicretia Crocker School^ Roxbtiry. 

MUSIC BY 

RUPERT W. GRAVES, B.A. 



■ > » 



1908 

MILTON BRADLEY COMPANY, 

SPRINGFIELD, MASS. 

Boston New York Philadelphia Atlanta San Francisco 



LiBKARV of COwaHsIsI 
iwo Ccfi;es ttecbivy. 

MAR 21 ims 



Aacij- (-ii 






^<o 



Copyright igo8 

By Milton Bradley Company 

Springfield, Mass. 



Introduction 

DEVELOP]\IENT of character, which is the aim of 
education, cannot begin too early. The loving moth- 
er's instinctive play with her baby is the first step. 

The child is an extremely active being, constantly seeking 
to know the "why" and "how" of everything, w^hich are 
questions of the soul. His love of investigation leads him to 
take materials apart and to stamp his individuality upon 
everything capable of being changed. This investigating 
tendency, becomes mere J^structiveness, unless it is turned 
into the channel of cowstructiveness. 

These needs of childhood Froebel meets with his series of 
"Gifts" — given to help the child learn to know his world, and 
to become a "creative being." Impressions thus gained 
through the typical forms of the gifts must be expressed in 
some way. Therefore material capable of being easily changed 
is given, and comprises the "occupations." The gifts and 
occupations taken together form a cycle. 

The first half of the cycle consists of the "gifts." 
(a) Solids — those used as "wholes" (sphere, cube, and cylinder) 
in the first and second gifts, and as "divided wholes," (cubes, 
prisms, etc.) of the third to sixth inclusive — called the "build- 
ing gifts." {h) The embodiment of abstract "surface" in 
the tablets, {c) of the "line" in sticks and rings, and {d) of 
the "point" in lentels, etc. The other half of the cycle 
consists of the "occupations." Using corresponding letters, 
we have {d) the "point" in pricking, {c) the "line" in sewing, 
thread-laying, and drawing, (6) the "surface" in paper-folding, 
paper-cutting, and weaving, and (a) solids outlined in peas- 
work, and solids modelled in cardboard, sand, and clay. We 
thus return to the first typical forms, and complete the cycle. 

As the child is taught to use his hand his mind is trained, 

5 



and he can more easily express the impressions gained from 
the outside world, and his originality is developed. 

Play is the "language of childhood." Through it the child 
reproduces the drama of life. How careful we should be to 
hold before him only high ideals of manhood to be thus 
reproduced! These activities are "only play," to be sure, yet 
they have a great influence over the formation of character 
and ideals. 

The best aspect of social life is not always revealed in 
traditional plays. Froebel therefore studied them to preserve 
those that had elements of good. These typical experiences 
he incorporated in his educational Mother Plays. In this 
series the child sees his relationship to the family, to civil 
society, to the church and state. 

As the kindergarten children sit together for the morning 
songs and stories or stand in the ring for games, the "circle" 
creates a feeling of many units in one whole. The division 
into classes for the work with "gifts" and "occupations" 
helps the child to become a working unit. The return to the 
circle must be made when the "good-bye" is sung in order to 
complete the feeling of unity after separation. 

Creative activity brings true freedom, which comes through 
joyous self-expression, and through control of the outer 
world of things and of the inner world of self. 

In preparing this Year Book of suggestions based on 
Froebel' s Mother Plays, I have gained much inspiration from 
Miss Susan E. Blow's books and lectures, and also from her 
program, as given by Miss Laura Fisher to Boston Kinder- 
gartners. 

Story references have been selected from lists successfully 
used by both kindergarten and primary teachers. For con- 
tributions in this research I wish to express my appreciation 
to Miss Loretta Warren, Primary Supervisor of Lynn; Miss 
Adelia Freeman, Primary teacher in Maiden; Miss Helena 
Pearson, Kindergartner in Whitman; Miss Mary Bowers, 
Kindergartner in Newtonville, Mass. ; and to Miss Kendall, 
Supervisor of English, Fitchburg Normal School. Also to 



those who tested the songs and games with their children; 
especially to my co-worker, whose long experience in teach- 
ing, has made the test of the outline, and her criticism most 
valuable. And I am most grateful to the composer of "Songs 
and Games" and "Song Echoes" for her kindness in criticis- 
ing the music. 

I wish to acknowledge the great debt of gratitude I owe 
to my friend, Miss Ella M. Powers, for her wise counsel, sym- 
pathetic interest and faith, which made this undertaking 
possible. To one, whose name I may not mention, I offer my 
heartfelt thanks for valuable criticism of the verses. To Miss 
Harriet Ryan, Kindergartner of Cambridge, I owe much of 
my appreciation of the Mother Plays and their value with 
children. And I cannot pay too high a tribute to those under 
whom I studied at the Garland Training School of Boston. 

Etta Merrick Graves. 
Cambridge, Mass., June, igoy. 



Preface 

■ 

Mr. Luther Burbank, the great American "plant wizard," 
declares that much more wonderful results can be produced 
in the development of children than with plants. " I wish to 
lay special stress," he says, "upon the absurdity, not to call it 
by a harsher term, of running children through the same mill 
in a lot, with absolutely no real reference to their individuality." 

"The main essential of education is not teaching, but 
love," says Pestalozzi. The love of a true teacher convinces 
her that children cannot be taken through the primary grades 
by a rigid routine and turned out, like so many machine-made 
products. The " lock step" must be broken and the individual 
must be considered. 

Froebel likens children to the flowers in a garden. Some 
need one thing and some another, but all need training and 
cultivation. This is commenced in a good kindergarten and 
should be carried on in the regular grades. 

As many primary teachers are anxious to bring the inspi- 
ration and principles of Froebel into their work and have 
made inquiries concerning the Mother Plays, songs and games 
with attendant activities, we venture to send forth this book 
in the hope of meeting the need. 

When children enter the primary school they are still in 
the "child stage" and are like the sensitized plate of the 
photographer, upon which impressions are indelibly stamped. 
Since they are keenly alive to all about them, they should be 
introduced to those things that will be a benefit later on, for 
body and soul as well as the mind, should be trained, a respon- 
sive attitude gained, and a strong character -formed. 

Interest, attention, concentration, habits of work, obedi- 
ence, and self-control should be taught in early years. These 
can be accomplished with a bright or defective child if he is 



spoken to in the language that he understands, and if time, 
patience, and the right method be used by the one who speaks. 

The gulf between the grown person and the little child is 
so great that it is seldom bridged and the work is often carried 
on from a wrong standpoint. 

Froebel thoroughly understood little children, and because 
he spoke to them in the language that they understood, he 
was called " an old fool." However, he was really a wise man 
because he could adapt the lessons of life to their needs. 

The subjects of the Year Book seem to be arranged in a 
set program, but they can be readily adapted to time and 
place. The "seed thoughts" are necessary to the life of every 
person, and if planted at the right time, and properly culti- 
vated, will grow and bear abundant fruit. 

The sequence of thought has been tested, more or less 
closely, in the three lowest grades of the elementary school, 
and the result has been most satisfactory. It has not inter- 
fered with the regular curriculum, but has worked in success- 
fully as a part of it. 

In the first grade about ten or fifteen minutes has been 
allowed for the morning talks. The same time has been given 
to memorizing literary gems, five minutes each for activities in 
the morning, and ten minutes for games in the afternoon. 
On Friday, the last half hour has been given to directed play ; 
and, on the other days, this has been devoted to occupation 
work. 

In the upper grades the time has varied for the activities, 
dramatization, language, and occupations. These, however, 
have been connected with the subjects that will help the 
children later on to be self -con trolled, self-reliant, and creative. 

I wish to extend my thanks to Miss Lucy Wheelock for all 
that she did for me as she expounded the Mother Plays in the 
class ; to Miss Sarah Arnold for the watchwords ' ' courage and 
faith," also for her kindness in encouraging me to live up to my 
convictions; to Mr. E. Emmons Grover (master of the Lowell 
District) for his interest and sympathy in the work with the 
youngest children; to Mrs. Flora J. Perry and Miss Emma L. 

10 



Macdonald, for allowing me to visit the second and third 
grades that I might take observations on the children. 

Through many years' experience, I have learned that 
children fully understand and appreciate the spirit and love 
that prompts a true teacher. Years after they have left the 
primary school, they do not remember the books read, or 
number work studied, but it was the story, gift, or "seed 
thought" planted, that made the lasting impression. 

Since I have been inspired and raised above the drudgery 
of the schoolroom by the spirit and principles of the Mother 
Plays, I hope that other teachers will gain a wider vision and 
appreciation of the work done in the kindergarten, and will 
carry it on in the higher grades, 

Amelia Warfield Watkins. 
Boston, Mass. 



11 



Contents 



I. COMMENTARIES AND MORNING TALKS 



September: 

The Greeting — 
The Pigeon House — 
Nature 

Seeds — 



Seed Thoughts 
Social Life. 
Separation and Return. 

Dissemination. 



Page 

19 

25 

31 



October: 

The Family — 
The Carpenter — 
Man and Nature — 
Harvesting — 



Unity. 
Preparation. 
Interdependence. 
Fulfillment. 



37 
45 
51 
57 



November: 

The Baker- 
History 



Everyday Heroes 

Firemen, Sailors, etc. 



Process. 



65 



The Indians — 


"Childhood of the Race." 


69 


The Pilgrims — 


Love of Freedom. 


73 


Thanksgiving — 


Gratitude. 


77 


December: 






The Birthday Basket — 


Loving and Giving. 


83 


The Christmas Story — 


John iii: 16. 


87 


The Toyman's Shop — 


Choice. 


93 


January: 






The Tick-Tack— 


Right Use of Time. 


99 


Natural Phenomena 






Ice and Snow — 


Transfonnation. 


107 


Moon and Stars — 


God's Glory. 


111 


Domestic Animals — 


Friendship. 


115 


February: 






The Knights- 


Obedience, Self-Control. 


121 


Abraham Lincoln — 


Thoughtfulness to others. 


131 


George Washington — 


Good Citizenshijp. 


135 



Devotion to Duty. 



141 



13 



March : 



Page 



April; 



May: 



June; 



Knights of Lowly Service 






Miner, Blacksmith, 


etc. — 


Cooperation. 


147 


The Weathervane — 




Unseen Power. 
. The Will. 


155 


Nature Asleep 








Bare Twigs — 




Rest. 


163 


Nature Awakening 








Easter — 




New Life. 


167 


The Farmer — 




Perseverance. 


173 


The Farmyard Gate — 




Necessary Restraint. 


177 


The Little Gardener- 




Nurture. 


181 


Nature at Work — 




Development. 


185 


The Bird's Nest- 




"Mirror of the Home." 


191 


Bird Study — 




"Life Attracts Life." 


197 


The Light Bird- 




Spiritual Possession. 
Esthetic Gratification. 


201 


Spring Flowers — 




Mission of the Flowers. 


205 


The Little Artist — 




Creative Self-Activity. 


213 


The Bridge — 




Anticipation. 


219 


Outdoor Excursions — 




Enjoyment. 


223 


II. GAMES AND RECREATIONS 






Social 








Page 




Page 


Round Robin 


23 


Play Day 


24 


Visiting Day 


23 


The Picnic 


222 


The Travellers 


29 


"Two Little Windows" 


232 


Hiding 


29 


Listen ! 


232 


Skipping 


24 


The Bell Ringer 


232 


An Introduction 


23 


The "Mystery Man" 


233 




Industrial 




Harvesting Wheat 


61 


Making Shoes 


154 


Making Butter 


55 


The Cooper 


154 


The Miller 


67 


The Wheelwright 


154 


The Miner 


153 


The Busy Farmer 


176 


The Shoemaker 


153 








Rhythmic 




The Musicians 


24 


Ponies 


118 


The Scythe 


55 


Horseback Riding 


118 


The Pendulum 


103 


The Weathervane 


161 


Clocks and Watches 


104 


Windmills 


161 


The Dial 


104 


Swinging 


221 


See-Saw 


104 


Rowing 


221 



14 





Holiday 








Page 




Page 


Going to Grandmother's 


79 


The Parade 


139 


Birthday Basket 


85 


Butterflies 


170 


Christmas Shopping 


96 


Arbor Day 


188 


Little New Year 


103 


The Maypole 


195 


Postman 


134 


May Day 


195 


Carrier Doves 


134 


Weaving Garlands 


195 


Letter Box 


134 

Nature 






Autumn 




Spring 


, 


Pigeon House 


29 


Spring Planting 


176 


Travelling Seeds 


ZZ 


The Duck's Dinner 


180 


"I'm a Little Seed" 


Z3> 


Farmyard Gate 


180 


Jack o' Lantern Party 


62 


Barnyard Animals 


180 


Orchard Game 


61 


The Garden 


184 


Falling Leaves 


61 


Building a Nest 


196 


The Squirrel 


62 


Return of the Birds 


200 


Winter 




The Light Bird 


204 


Snowballing 


109 


The Rainbow Fairies 


204 


Snow Forts 


109 


Smelling 


210 


Snow Man 


109 


London Bridge 


221 


Skating 


109 


Under the Bridge 


221 


Sleighing Party 


109 


The Train 


221 


The Changing Moon 


114 







Recitations 



Morning Promise and Pra 


-yer 20 


Do It Now 


100 


Gathering In 


57 


The Best Valentine 


131 


"Little Boy's Autumn Walk" 58 


The Light Bird 


204 




Songs 






The Greeting 


22 


Knights and Good Child 


125 


Motion Game 


28 


Knights and Sad Mother 


127 


The Happy Family 


40 


Following the Flag 


138 


Housekeeping Week 


43 


The Blacksmith 


151 


The Carpenter 


48 


Buying a Kite 


160 


Mowing 


54 


The Wind's Work 


159 


Christ Child 


90 


Fairy Spring 


165 


Toyman's Shop 


95 


The Cradle-Nest Lullaby 


194 


Tick-Tack Fairy 


102 






Gene] 


RAL Suggestions 




Occupations 


227 


Song Book References 


234 


Dramatization 


230 


Story Book References 


234 


Relaxations 


230 







15 



''Doubt not that all that is serious and significant in the 
life of humanity thrills as premonitions in the breast of the 
child. Unfortunately, he does not understand his own obscure 
feelings. Even less, alas, are they understood and fostered 
by those who surround him ! 

"What a difference it would make to childhood, to youth, 
to humanity, in all stages of development and in all relation- 
ships, if these prescient stirrings of the soul were nurtured, 
strengthened, developed and finally lifted into the clear light 

of consciousness." 

Froehel. 



16 



SEPTEMBER 




September 
First Week 



THE GREETING 



Social Life 

The child comes from his home, where he has been the 
centre of the family life and his interests, wants, and needs 
have been noted by the loving sympathy of his parents. 

He knows no social duties, nor feels any relationship to 
the world beyond his home. His mother, who has been his 
closest friend, takes him from the home to the school, where 
he now feels himself no longer the centre, but one of many. 
A sense of loneliness, in this strange environment, over- 
whelms his little heart when mother leaves him. All teachers 
know that now there is need of establishing a sympathetic 
relationship. 

The school is a social community, of which each child is a 
citizen, and has a duty toward the work and happiness of all. 
He must be taught this relationship ; to be obedient, orderly, 
considerate, industrious, and to learn self-control. Some of 
this has already been accomplished, if there has been a good 
kindergarten experience. With children who come from home, 
it is much harder to gain this end, but the loving, understanding 
teacher, does not lose courage. She knows that the child's 
activities must be guided into right channels; that he must 
learn to control his body, especially his hands which are tools 
of the mind. It is easy to guide large muscles but the perfect 
control of the smaller muscles is of utmost value — if not 
carried to excess. 

The Greeting Mother Play emphasizes social life. The 
hand with its parts, typifies the community and its members. 
The usefulness of the hand depends upon the cooperation of 
the fingers, and, in like manner, the welfare of the community 
depends upon the cooperation of its industrial units. The 
members of the hand have been personified in every nursery 
to the delight of its inmates. These ''little men" greet each 
other and bow politely to the neighbors across the way. Thus 

19 



the seed of courtesy is planted. By the exercise of the fingers, 

control of the small muscles is gained, and the hand obeys 
the will. 

Many parts in one whole is seen in the "flower families." 
The sunflower, with its disk and ray flowers, is a compositae 
and is typified by the greeting of the two families seen in the 
Mother Play picture. The members of an industrial community 
must work together to gain the best results, just as these disk 
and ray flowers work to produce seed. 

Through this representative play the child gains a glimpse 
of his place in the social whole. The " Greeting " is the simplest 
form of intercourse, but it teaches the child his right relation- 
ship to others. 

The day should be welcomed by a spirit of helpfulness and 
of love toward those with whom the children come in contact 
in work and play. This may be shown by repeating a 

Morning Promise and Prayer 

I will be kind and helpful today 
In my work and in my play. 

Help me, Lord, in all I do 
To be loving, kind and true. 

Morning Talks 

If possible have in the room sunflowers, or other nodding 
flowers. What do the flowers seem to be doing? They are 
nodding, bowing, and saying, "How do you do?" What does 
Mamma do when she meets a friend? Bows, and says, " How 
do you do?" Hold up one hand, call attention to the little 
men, and bend them. They say, "How do you do?" Both 
hands bow and greet each other. 

Speak of different forms of greeting in other lands — the 
French children say, "Bon jour!" The Indians rub noses. 
Long time ago our great-great-grandmothers would make a 
courtesy. In Japan and India, today, they bow very low and 
touch their foreheads to the ground. 

20 



How do our pets greet us? Cat rubs against us and purrs. 
Dog barks and wags his tail. Canar}^ chirps, etc. 

How does the rain greet us ? Conies down with a * ' pit-ti- 
pat-pat." The sun shines warm and bright. Wind kisses us 
on the cheek. 

Use the Mother Play picture, if desired, also pictures of 
colonial dames courtesying, and of other salutations. There 
are many playmates with whom the children will soon become 
acquainted ! 

Songs 

"The Greeting" — Songs and Music of Froebel's Mother 
Plays — Susan E. Bloiv, pg. 204. 

"Thumbs and Fingers say 'Good Morning'" — Mother 
Plays, pg. 205. 

' ' Good Morning Song ' ' — Songs and Games for Little 
Ones — Harriet S. Jenks, pg. 80. 

"Morning Hymn" — Songs for Little People — Grace Wilbur 
Conant, pg. 92. 

"The Fingers' Lullaby "—Songs of the Child World, 
No. 1 — Jessie L. Gay nor, pg. 8. 

"Morning Prayer" — Songs for Little Children, Part 1 — 
Eleanor Smith, pg. 92. 

"Seasons' Greeting" — given here. 

Stories 
"Clytie" — In the Child's World — Emilie Poulsson. 
Mother Goose Rhymes. 



21 



Season's Greetings. 



E. M. G. 



Gertrude J. Bartlett. 










— V 1-= 1 ^- 



--i 



^m: 



^ N— =1- 



-,N- 



1. "Good morn-ing, hap-py chil-drenhere,"Says ev-'ry sun-beamgay, " Tve 

2. "Good morn-ing, hap-py chil-dren here, "Says ev-'ry rain-drop gay, " I've 

snow-flake 

3. "Good morn-ing, hap-py chil-dren here," Says ev-'ry flow - er gay, " I 



-H 1 




come from out the gold-en sun, To wish you all ' good day.' " 

come from out the soft, gray clouds To wish you all ' good day.' " 

look up from the mead-ows green To wish you all ' good day.' " 



m 






-S ^ r- ^ - 



Refrain. 



We 






I 



flow-er 



^--l 




. raindrop 
wel-come you,each'^ gnowflake ^^^'^"^ play-mates,too, we greet, We'll 



':)i^ N— =5 m 51— 



hi:^ 



-=^— 






^ii=-^-?=^ 






|_-=^-zzI^z=^ 




1^— -J: 



:^t^- 



r'^ 



^_:i^: 






-A ^ \ 1 

-• • ^ — — # 



S-r 



( 



help-ful, kind, and liap-py be. As we to-geth-er meet." 



■^iS: 



-H — •- 






\- 



i\ 



— • ^- 

h 



THE GREETING 

Games and Recreations 

Finger Play 

The simplest form of using this finger play has been men- 
tioned. Individualizing and naming the fingers follows. 
Each man bows in turn, which strengthens the finger joints. 
Use "Thumbkin says 'I'll dance' " — Songs and Games, pg. 
83, also "Merry Little Men," Miss Poulsson's Finger Plays. 

Let individual children stand in front, while the rest sing, 

" Good morning to you. 
Good morning to you. 
Good morning, dear (Mary), 
Good morning to you." 

(Music "Good Morning to All" — Song Stories, pg. 3.) 
This gives the children confidence and pleasure. 

Round Robin 
Children join hands in rows across or lengthwise of the 
room, and sing " Oh, how do you do!" (Chorus of the " Greet- 
ing"— Mother Plays, pg. 204.) 

Visiting Day 

Have two lines of children cross the street to visit each 
other, shake hands, and return. Sing "Now see them here 
these friends so dear" ("Greeting" — Mother Plays). 

A number of children may visit, at will, those remaining 
at their seats saying, " Oh, how do you do?" 

An Introduction 
To help the children learn each others' names, they can 
thus "introduce themselves": One child, selected by the 
teacher, visits another, and says, 

" How do you do! 
Oh, how do you do! 
My name is (John Smith), 
Pray, who are you?" 

23 



Play Day 
One by one children are selected to "play." Each goes to 
his neighbor's house, knocks, and asks, 

" Will you play with me today, 
Little comrade bright and gay?" 

When the invitation is accepted the two playmates find 
some part of the room, where they seat themselves for some 
imaginary play — *' dolls' house," etc., or engage in some 
activity — throwing ball, etc. 

Counting games and songs are useful at this time. 

''Five Little Chickadees" — Songs and Games, pg. 85. 

"Five Little Squirrels." 

"Five Little Frogs." 

"Five Little Mice" — Finger Plays, pg. 41. 

The Counting Lesson — Finger Plays, pg. 53. 

Rhythmic counting to ten and twenty is helpful. After 
counting in unison the teacher counts one number, the chil- 
dren the next, etc., by ones, twos, threes, etc. This trains in 
concentration as well as in the number sense, and contributes 
to sociability. 

Motion Games 

One child stands in front of the class and indicates some 
movement which the rest imitate. Use the familiar " Lassie 
Game," or the Motion Game given here. 

The Musicians 

The "leader of the band" makes the sound of some instru- 
ment upon which he is "playing," the rest imitate. This 
song is gi\'en in the Kindergarten Revieiv for September, 1907. 

Skipping 

The boy bows and the girl makes a courtesy to a playmate. 
They then cross hands and skip around the room. The teacher 
and the rest sing and clap during the skipping. Use the " Skip- 
ping Song" — Song Stories, pg. 15, or Mabel Winslow's well- 
known song in leaflet form, "Come and skip with me." 

24 



September 
Second Week 



THE PIGEON HOUSE 

Separation and Retitrji 

The little child has been separated from his mother, to 
enter the new environment of the school, and has seen and 
done much to take back to her. Through the recital of these 
experiences a new bond of sympathy is awakened. Hitherto 
the child has not been conscious of his mother's devotion. 
Now when he leaves her there comes the feeling of loneliness 
at separation but joy comes on the return. The sympathetic 
union is thus made conscious through separation and return. 

The school life is different from that of the home, yet 
connection is made as daily happenings at home are described 
to the sympathetic teacher, and the interests of school eagerly 
related to those at home. The experiences are intensified by 
being reviewed, for he sees them more clearly than before. 
If the interested listener will intelligently help the child to 
classify that which has been seen and felt it will result in 
orderly thinking, which is the basis of all knowledge. 

''Isolated happenings will then be woven into a wholeness 
like a garland, flower and flower." 

The "Pigeon House" embodies this vital principle of 
separation and return. The pigeons fly from their houses, 
over the fields, but return home at night. Their cooing seems 
to be their way of telling each other all that they have seen. 

In the picture, one mother with her children has left the 
home and is watching the life of Nature. Another is listening 
to all that her son tells her of things he has seen and heard. 
She feels that her place is in the home, where everything should 
be kept as orderly and beautiful as God's out-of-doors. He, 
however, is free to go and come. He, therefore, must bring to 
her his experiences in the outer world to share with her. With 
her larger knowledge she answers his questions and supplies 
his needs, making a perfect sympathetic union. 

The child's love of fairy tales is based upon a desire to 

25 



separate himself from the world in which he lives, and to gain 
new experience in that wonderful land; but he returns to his 
own with a better appreciation of things as they really do 
exist, and rather glad that some of the fairy conditions do not 
belong to his world. 

As we separate ourselves from our words, deeds and 
motives, and look at them from the standpoint of an outsider, 
we will judge more fairly. Through this separation we learn 
to understand ourselves and others. It is this that the child 
should feel in his first separation from and return to his home. 

Morning Talks 

Where were you this morning? At home. What did you 
do? Got up, dressed, ate breakfast and came to school. Who 
helped you to get ready? My mamma. Who else lives at 
your house? Father, brother, sister, etc. Did father stay at 
home? No, he went to work. Who did stay at home? Mother 
and baby. Why does mother stay at home? To take care of 
baby, put the house in order, and get things ready to eat and 
wear. Why does father go to work? To earn money to take 
care of his family. 

What do you do all day? Come to school and play out- 
doors. Where do you go after school? Home. When you 
are through playing where do you go? Home. Aren't you 
glad to get home after doing and seeing so many things? 
How glad mother is to see you when you have so much to 
tell her! Let the children relate some things that they tell 
their mother. 

The Mother Play picture may be used for a picture lesson. 
Pass slowly down the aisles, allowing the children to observe 
it carefully, after which let them tell what they have seen. 
The pigeons which every child has probably seen will be 
the "point of departure." What were they doing? Where do 
they live? Do they stay home all day? What are mother 
and baby doing? Where are they going? What is the boy 
telling his mother ? What do you think he saw ? Whose house 
is that? Call attention to the different kinds of houses — the 

26 



hollow tree for the titmouse, the hole for the snake, the portable 
snail's house, etc. The church is God's house. The pigeons 
go and come. The children go and come. What else goes and 
comes? The sun, moon, stars, rain, the seasons, etc. 

Speak of the migration of the birds in the fall and their 
return in the spring. 

Songs 
''Farewell to the Birds" — Gaynor, No. 1, pg. 66. 

*'The Pigeons' Flight" — Holiday Songs — Eniilie Poulsson, 
pg. 37. 

''Birds in Autumn" — Holiday Songs — Emilie Poulsson, 
pg. 64. 

"Flying Song" — Song Stories, pg. 77. 

Stories 

"Fly x\way, Swallow" — Songs for Little People — Grace 
Wilbur Conant, pg. 71. 

"Pearl and Her Pigeons" — In the Child's World — Emilie 
Poulsson. 

"Crane Express" — In the Child's World. 

"Fleet Wing and Sweet Voice" — Mother Stories — Maud 
Lindsay. 

"The Swallows' Good-bye" — Haifa Hundred Stories — 
Milton Bradley Go. 

"Thumbling" — Boston Collection — J. L. Hammet Go. 
(Separation and return.) 

"Coming and Going" — Kindergarten Stories and Talks — 
Sara E. Wiltse. 



27 



Motion Song. 



E. M. G. 

A lle^retto. 



R. W. G. 



~N — ^ — ! ; 



^^^=^EE^ 






-H-^^ 1 a 1- 



cd: 



Bi-12:4=4 



With our head and hands and feet Man - y things we do, 

/- N ." N ^ 

1- -•- " V- 



X 



:p: 



:e: 



-F 



tzH: 



-k- 



:fcf 



A i|= 



ri=t-= 



•• — •• 



[John] will show us some-thing now, Then we'll do it too. Tra 






4r- 



- It—* — ^- 



A— :^ 



r-A- 



^-N- 



-• 1 N ( ^ i-^ f 



-N-,^ 



la la la la la la la ! Tra la la la la la ! 



Tra 




l^-H^-^ 



its 



«=i=i=f 



-t=-t- 



-A — ^- 



-H- 



-• #- 



:J=H=:±zz:::^H 

• • T^ li 



B 



la la la la la la la ! Tra la la la la la ! 




% Without Pedal. 



THE PIGEON HOUSE 

Games and Recreations 

Finger Play 

The left arm held erect, and closed hand represent the 
pigeon house. The fingers of the right hand are ''pigeons" 
which fly into their house. (Open left hand. ) When the ' ' door 
opens" they "fly over the fields" but return home at night. 
"Coo-roo," they say, as they tell of their flight. {Miss Blow's 
Song Book, pg. 201, and Songs and Games, pg. 86.) 

Game 

Build a pigeon house by forming a small circle of children. 
Call a number of "pigeons" to "fly into the house." (Take 
care that they crouch instead of kneel.) As the door opens 
the "pigeons" fly around the room, and return at night. 
Listen ! They are telling each other what they have seen and 
heard. "Coo-roo!" What did you see, pigeons? Lead them, 
if possible, to remember objects of Nature. 

Little Travellers 

Travellers also "go and return," and tell what they have 
seen. Choose a few to take a journey, outside of the room. 
As they say "Good-bye," the rest ask them to "Come 
again." On the travellers' return they are greeted joyously 
by the children who sing, "Welcome, little travellers" — Holi- 
day Songs, pg. 108. They then show by skipping, etc., from 
what land they have come. Let them also describe their trip. 

Hiding 

"Hiding the Thimble" may be included in this group. 
Hide a child (while the rest shut their eyes) and allow the 
others to guess where he has gone. Select a few children, 
allow one to leave and let the others guess who it is that has 
"travelled." 



29 



September 
Third Week 

SEEDS 

Dissejnination 

** My lady " takes off her precious jewels, lays them carefully 
away in her plush-lined case, which she locks securely, for in 
it are her treasures. In like manner Mother Nature puts away 
her precious seeds in the "treasure boxes" provided for them. 
From early spring until late in the fall, root, stem, branch, leaf, 
bud and flower have been at work to produce seeds. Roots 
have been drinking in the moisture and nourishment from the 
soil, and sending the sap through the branches to the farthest 
twig. Branches have opened their small breathing pores to 
the air, until every twig has reaped the full benefit. Leaves 
have spread out their broad surfaces, and breathed in the pure 
air, until they, too, have done all that is possible to aid in 
the production of seeds. Buds have swelled and opened, 
showing the tiny flower with all its parts closely folded. These 
have grown and enlarged until calyx, sepals, petals, stamens 
and pistil have worked to form and protect the baby seeds. 
The ovar}^ has now grown into the ripened "fruit" or hard, 
brown "seed vessel." 

The seed is Nature's priceless treasure — priceless because 
in it there is Life. Without the life germ in these tiny seeds 
there would be no more plants to bear leaves, flowers, and 
fruit. Since "like will produce like," these seeds must be 
spread abroad in order to find a place in which they can lodge, 
and produce more of their species. It w^ould never do, there- 
fore, for all seeds to fall below the parent plant, where they 
would be too crowded, and many would not grow! In their 
natural environment, doubtless, they would grow best, but, 
w4th proper cultivation and attention, they will thrive under 
new^ conditions. Man has learned the secret of thus trans- 
ferring plant life. Outside of the plant world dissemination 
must also take place. Birds must go from the home nest to 
search for food, and build for themselves. Animals must be 

31 



taken from place to place, that they may be of use to man, 
and man as well must travel and change his home that the 
knowledge of arts, sciences, education, and religion may be 
spread throughout the length and breadth of the world. 

Morning Talks 

Lead the children to look back over the summer months 
to the early spring days, and rehearse the work that has been 
going on all around. Does Mother Nature work? Yes. Do 
the plants and flowers work? Yes, they do. Why? Lead to 
"Mother Nature's treasure boxes." Have a collection of 
fruits — peach, apple, pear, grape, cranberry, etc., of acorns 
and other nuts, and as many seeds as possible from shrubs 
and weeds. Talk of seeds having life, and needing protection, 
also of the position of the fruit, and its attachment to the old 
plant. Speak of the qualities of the pulp, its protection for 
the seeds, and its use as food for man and beast. Show the 
kind of seed-covering, number and position of the seeds, and 
the food stored within them. Let children collect seeds, and 
classify them. Mould fruit and seeds in clay, if desired. 
Sketch the whole fruit for seat work, or as a drawing lesson. 
Dwell on the necessity of having the seeds carried from place 
to place so that plants of the same kind shall not all be together. 
Think of Nature's helpers in this work, wind, insects, animals, 
man, etc. 

About this time the "Hairy Bear" caterpillar is seen 
crawling in search of a place in which to make its cocoon. If 
possible bring a specimen into the schoolroom to let the 
children watch the process. Be sure to put earth in the box, 
for some species partially bury themselves, while spinning. 

Songs 

"Leaves, Flowers, Fruits" — Holiday Songs, pg. 71. 

"September" — Song Echoes from Childland — Harriet S. 
Jenks, pg. 42. 

"Little Yellow Dandelion" — Gaynor, No. 1, pg. 79. 

32 



Stories 

"How Plants Cradle Their Babies" — Mother Nature's 
Children — Allen Walton Gould. 

''How Seeds Learn to Fly"— Mother Nature's Children. 

"How West Wind Helped Dandelion "—In the Child's 
World. 

"Apple-Seed John"— In the Child's World. 

" September" — Helen Hunt Jackson. 

Games and Recreations 
Travelling Seeds 

Let the children represent various seeds — those scattered 
by wind, carried by attachment to animals, and eaten by 
bird and man. Ask each kind of seed who will help him 
travel over the earth. "Wind" then "blows" to scatter 
dandelion, maple, etc. Burdock, etc., "cling" to passers-by. 
Children "eat" apples, etc., and "throw away the core." 

"/'m a Little Seed'' 

The children choose some seed which they- will represent. 
When asked "Who are you?" one replies, "I'm a little seed 
scattered by the wind.'' The rest ask, "Are you a dandelion?" 
"A Maple Seed?" etc. The various seeds can be grouped ac- 
cording to means of distribution and guessed in this way. 
Take care that the seed guessed belongs in the group then 
being represented. 



33 



O C T O BE R 







-r </ 



October 
First Week 



THE FAMILY 

Unity 

'* The family," Froebel says, "is the sanctuary of humanity ; 
greater than all the institutions which necessity has called 
into being for the protection of life and property ; the security 
of all institutions, whose object is to maintain law and justice." 
There is great need of maintaining the unity of the family. 
Duties seem to call parents from the home much too often 
for the good of their children. Growing boys and girls also 
feel that outside demands keep them from home. There is a 
crying need, at the present time, for the sitting room, the 
evening lamp and the family circle. 

The family is a unit in which each member has his own 
place. If one neglects his duty there is a break in the indus- 
trial circle. That "A chain is no stronger than its weakest 
link" is true of the family. Interests should be had in 
common, for perfect unity comes only through sympathetic 
relationship of parts. Every member, even the youngest, 
should have some duty that he may aid in the general good, 
and all should recognize the Law of Right. Those who exercise 
authority must serve this higher power, else law is arbitrary 
and the citizen becomes a slave to despots. Obedience and 
respect for right ought to be learned at home. Parents should 
recognize this as they wisely exercise authority over their 
children. When he has learned this at home the child is 
prepared to meet the rough experiences of life. 

In the Mother Play picture the human and animal families 
are represented. The hand and its members typify the unity 
of the family, for father, mother, brother, sister and baby are 
joined together in love. Although the ideal family life is 
rarely found, yet the child must be given the ideal picture to 
elevate the standard of living. Show him the beauty of the 
perfect love and devotion of the mother; the manliness, 
strength, and unselfishness of the father, as he works to provide 

37 



for his family; the helpful deeds of brother and sister; and 
the merry cooing of the baby, though he is so dependent, also 
adds to the happiness of all. Very early in the heart of the 
boy and girl is fostered the love of that home life of which 
they may some day be the guardians. 

"In the relationship of his parents to his grandparents, 
the child beholds as in a mirror, his own relationship to father 
and mother." 

Morning Talks 

Speak of animal and bird families, and of the pigeons and 
their home. Where do we live? In a house. Who lives with 
us ? Name family. Gain as much from the children as possible. 
From the members of the family enumerated, select the five 
pictured in the Mother Play. What does each do to help? 
What can you do? Emphasize that boys and girls ought to 
help at home, because there is much to be done. A gentleman 
once said that he regretted that there were no chores to do 
nowadays, exclaiming "God bless the chores!" 

Use pictures of home-life and activities, especially fireside 
groups, mother and child, children with their dolls, (the 
premonition of motherhood) and boys engaged in industrial 
plays. 

Place about the room pictures of animal family life and 
tell stories of mother love and sacrifice among animals. 

Songs 
"The Family" — Miss Blow's Book, pgs. 20, 61; Gaynor, 
No. 1, pg. 7. 

"Every Mother Loves Best" — Song Stories, pg. 65. 

"Doll Song"— Holiday Songs, pg. 98. 

"The Sandman" — Holiday Songs, pg. 170. 

"The Happy Family" — Given here. 

"Pussy's Family" — Gaynor, No. 2, pg. 57. 

"Bye Baby Bunting" — Mother Goose Songs for Little 
Ones — Ethel Crowninshield, pg. 18. 

38 



Stories 

"About Angels" — The Golden Windows — Laura Richards. 

"The Three Bears" — For the Children's Hour. 

"Raggylug" — Kipling — How to Tell Stories to Children — 
Sara Cone Bryant. 

"The Journey of the Tabby Family" — Kindergarten 
Review, October, '06. 

"How Mammals tend their Babies" — Mother Nature's 
Children — Gould . 

"Mrs. Tabby Gray" — Mother Stories — Maud Lindsay. 

' ' I Once had a Sweet Little Doll ' ' — Kingsley. 



39 




The Happy Family. 

E. M. G. 

A llegretto. 

^— ^— N-H , — 1 



yyVk-<rm — •— • — «« — w- -< m — ^ 1 



V-L 



<r0 



^_ 






R. W. G 



^ i • 






. V ^ 

This is the gen-tle moth - er Who makes the home so bright; 






t3 



nN-^- 



1^^^: 



-•■Ped. 



:J-r:: 



=-_3 



( 



N— N— ) 



'---^tt 



Id — •— • — «, 



^-^'; 



"^•^ ^j — J — ^-R — -i^ — " ' 



-^«- 
-<^« 

^*i- 



-H- 



-•- -a- • --{- 



--• J 

-H- 



This is the bu - sy fa - ther Who's com-ing home to - night ; 






:d2 



5 







This is the hap - py broth - er,So lielp - ful all daylong; . . 




Ped. 



Z^- 



-- N— IV— ^ 



fe=d^J=j=d-b= 



i 



d—d 



» — I 1- 



--1 ^-^~kal hm-. m- 



Here by the baby's era - die The sis-ter's sing-ing a song; . 






0. rk- 

-• ^v — F 



-fe? 



N, 



_. » \-p0—J ! 



V 



V- 



Ped. I 



i 



-t'^ 1 — I — I — I — '^' 



*^0 



H--N- 



-• -iZ^z^^ 



-^0 



— € ?- 



d: 






d- • -•:: • • • -# 

See how the dar-ling ba - by Just laughs and kicks in glee! 



m^. 



--A-l P 

-H —I 1- 

« • 






N 



t^^i^J 



-A-^- — A- 

-0 1 • — 



Ped, 



) 

I 



N '-: 



:~i2i:;i|z:iiz-iizqi=:^p:^^: — , 



-<0- 






if^ 



:«zz:c 



^ 



-^€^-r 



Dear-ly they love each oth - er, This hap- py f am - i - ly! 



=!:l2_T:d: 






-^ ! 



HB 



Fed. 



41 



THE FAMILY 
Games and Recreations 
Finger Play 
The closed left hand may be considered as the "picture 
book," each finger, as it appears, being a "picture" of that 
member of the family. When the five have been shown the 
hand is held open to show the family, united in love. The right 
hand should be used in the same manner, to represent grand- 
parents, uncles, aunts and cousins. Miss Blow's Book, pg. 209. 

Game 
Children are selected for the members of the family. As 
each is mentioned, in the song, he takes his place at the front 
of the room, until the "family circle" is formed. Each is 
busy doing his part in the family whole. The mother cooks, 
the* father whittles, the brother chops wood, and the baby 
shakes his rattle. 

Housekeeping Week 
Monday — Washing. Scrub clothes vigorously. (Back 
straight and arms width of the shoulders apart.) 

Tuesday — Ironing. Hold left hand with palm uppermost. 
Move palm of right hand ("iron") across it, rhythmically. 

Wednesday — Mending. All seated, putting in the needle, 
and drawing it out at arm's length. 

Thursday — Playing. Any activity — hopping, skipping, 
running, etc. 

Friday — Sweeping. All move "brooms" from right to 
left and also from left to right, briskly. 

Saturday — Baking. Sift flour, stir, roll and put bread, 
etc., in the "oven" to bake. When it is done "sit down 
to supper." 

Sunday — Church-going. Hands folded — perfect stillness — 
"listen to the clock." 

See also "Home Work," Holiday Songs, pg. 111. 

42 



Housekeeping Week. 



E. M. G. 



R. W. G, 



p^z 


\ — 


= 1 - 




i 




1^^^ — 


h-:j 


J- 


— • 

— 


% 1 


o 


1-^ — 

— * 


L.^_| _ 


— m — 


-4— 


« 




m — 


_l_ — 


t = 


I. 


Oh! 


Mon - 


day- 


is 


our 


wash - 


ing 


day. 


With 


2. 


Oh! 


Tues 


day 


is 


our 


iron 


■ ing 


day. 


With 


3- 


Oh ! Wednes - 


day 


is 


our 


mend 


■ ing 


day. 


With 


4- 


Oh! 


rhurs - 


day 


is 


our 


play 


- ing 


day. 


With 


5- 


Oh! 


Fri 


day 


is 


our 


sweep 


- ing 


day. 


With 


6. 


Oh! [ 


5atur - 


day 


is 


oar 


bak - 


ing 


day. 


With 


7- 


Oh! 


Sun 


day 


is 

— 1 


the 


Sab - 


bath 


day. 

• 

— 1 


We 


^^ 


r'-^m 


ft 


^ 




/• 


-'^ -, 






—^m 


"j 


— 1 




p-<^ 


-v-~- 


— t- 


1 

9 








• 




O 




— f# 


I— <-# ^ 



Ped. 



Fed. 















Suit action to wo?'ds. 




n^ 


N 




N 






s 






j/tf c# 




N '^^ 












/L (m 


J 


Z_^^^9- 






;■> , 


w^ 


1 fl ' a 










# 


=l|- 


' 


' 


c« 2 


N 




V>' / [ 




* J 






' 




U' 1 




s 


« 


<* 


« 

• 


^•- ^ ■ 







soap 


and 


wa - ter 


we 


scrub 


this way. 


Work - ing, work 


- ing, 




iron 


and 


board 


we 


iron 


this way. 


Work - ing, work 


- ing. 




thread 


and 


nee - die 


we 


sew 


this way. 


Work - ing, work 


-ing, 




[hoop 


and 


ball] . 


we 


play 


this way. 


Play - ing, play ■ 


ing. 




brush 


and 


pan . . 


we 


sweep 


this way. 


Work - ing, work - 


in^. 




spoon 


and 


bo\r' . 


we 


mix 


this way. 


Work - ing, work - 


ing, 




walk 


to 


church 




and 


qui - 

1 


et stay. 


Work - ing, play - 


ing, 




1 




. . ^ 




m 








I 




__ _,'^ 


(* i 






^•«=t; 




1 


--- 




c« y 






~t*^' 


y 1 


^ 








<rm 


-i^—^ 


1 




-f« 








Ped. 



^0-Ped. 



Ped. 



li-td: 




how we'll bus - y 

how we'll bus - y 

how we'll bus - y 

how we'll play - ful 

how we'll bus - y 

how we'll bus - y 

now we'll qui - et 



Ped. 



-^m-Ped. 



Ped. 



— I— 
1/ 



be. 
be. 
be. 
be. 
be. 
be. 
be. 



:ei 



October 
Second Week 

THE CARPENTER 

Preparation 

The house "environs, protects, and, within certain limits, 
determines" the life of the family. "Can we exaggerate the 
influence of a wisely planned and well ordered house, either 
upon the health, the comfort or the happiness of its inmates?" 

The house, being the outward covering of the home, and 
of such importance in its effect upon family life, the skillful 
carpenter who builds it is a great benefactor. Were it not for 
his patient labor the many parts of the house could not be 
fitted together to protect the family. With saw, plane and 
hammer he busily works all day, "making the rough smooth, 
the crooked straight, the long short, and bringing remote 
parts together." Children delight to watch a carpenter at 
his bench; to clamber through a house in process of con- 
struction, and gather all shapes and sizes of wood with which 
to build houses of their own. 

As the child watches the carpenter he instinctively seeks 
to reproduce these activities, for 

" Only in doing can he realize 
The thing that's done beneath his eyes." 

His delight in the erection of a house is due to the con- 
structive tendency of childhood. It is this instinct — to bring 
two parts together — which results in building with blocks, in 
fitting puzzles together, and trying new combinations with old 
material. This leads also to that desire for investigation which 
takes things apart, in order to see how they are put together, 
and to find out what causes the activity within. This may 
result in mere destruction; but if the proper material be 
furnished — with parts that may be combined and recombined, 
without marring the whole — the (instructive tendency will be 
turned into the constructive and the activity will be guided in 
the right direction. Froebel meets this need with his "build- 
ing gifts." 

45 



As the child-carpenter builds his house, there may come 
to him a presentiment ' ' that the home shelters and nurtures 
that family life which is the high and holy exemplar of cor- 
porate living." Not without some struggle and self-sacrifice 
can the house be provided for the home. This can be empha- 
sized in the patient, thoughtful planning with which the boy 
builds his house of blocks. The girl's desire to make her doll- 
house pretty, cosy and neat is the germ of the future house- 
keeper and homemaker. 

Morning Talks 

All Nature is preparing for the winter. The seeds have found 
a warm place in which to sleep ; the birds have gone South to 
build their nests; the pigeons have their snug little houses; 
grasshoppers and crickets have gone into the ground. (Enum- 
erate other houses or places used for winter quarters.) Where 
do we live? In a house. Who built it? The carpenter. Show 
picture of one at work and of tools that he uses. Represent 
activities of each (use real tools if possible). Where did the 
carpenter get the wood from which to make the long boards? 
From the forest trees. Who cut them down? The woodman, 
(Dwell a little on the woodman's work, as a preparation for 
the carpenter.) He takes them to the mill where they are 
cut into boards. Then the carpenter has to plane them 
smooth, saw them into the right lengths, and nail them 
together, to complete the house. The boards must be care- 
fully matched, the windows set in, the roof joined, so that we 
will be protected from the cold. (Dwell a little more on de- 
tails.) How much we ought to thank the carpenter and the 
woodman ! 

After the carpenter has built the house what must be done ? 
It must be furnished. What will we need? Tables, chairs, 
beds, etc. Who will make them? The carpenter. What 
could we do without him! When the house is furnished who 
will take care of it? Mother. She will keep it in order and 
make it pretty and cozy. What must mother do in the home 
to prepare for winter? (Talk a little about canning fruit, 

46 



making jellies, mending old clothing, buying new, etc.) 
Father works all day to earn money that he may have enough 
to buy coal, wood, food and clothing, ready for winter. 

One who is always prepared will be ready for the emergen- 
cies of life. A teacher who is well prepared for the day's work 
finds few^er difficulties in her way. Preparation consists in 
fulfilling each duty and using every opportunity that lies 
near at hand. 

Songs 
''The Carpenter"— M^'^5 Blow's Song Book, pg. 236. 
"Busy Carpenters" — Song Stories, pg. 66. 
''The Carpenter's Work" — Given here. 

Stories 

"The Honest Woodman"— In the Child's World. 

"Little Deeds of Kindness"— In the Child's World. 

" The Thrifty Squirrels "—In the Child's World. 

"House that Jack Built"— For the Children's Hour. 

"Why the Bear Sleeps All Winter" — Kindergarten Review, 
January, 1907. 



47 



The Carpenter. 



E. M. G. 

Sprightly . 



^^E^EE^t. 



K 






N ^ 


R. W. G. 






^^ 


^ H 


J 


-•r-?- 




• J • - 


^ 1 • ^ « 


•^ 


1 


1 


r- ^ 1 


J^-t^- 


i^ 


L^^_ 


•-^ 


^ 4. ^ 4 



1. See the wood-man with his axe Strike the trees with might- y blow. 

2. See the bus - y car - pen-ter Saw them in - to boards so long. 

3. With the boards a house he buiIds,Pounds the nails in strong and true. 






:t=: 



1st verse. 



:i2iir 



T 



2d verse. 
* 



3d verse. 



Mfzjzzfcij' 



(•— ^ff H 






H H H 



Whack ! whack ! Dzz - za! Dzz-za! Rap! tap! rap,tap, tap ! 



b. 



-W 









^^=4:1 




fe-^--*— qi^g: 



^-i — ^ 






— I- 
— •- 



— fv fv— , 



II 



Swing his arms with stead- y aim, Now the trees are ly - ing low ! 
Plane them smooth with skilful hand, Lis - ten to the mer - ry song. 
Builds the walls and then the roof, Thank him for this house for you I 



9J-.& 



SEi 



'W- 



:l 



* Each of these to be once repeated in the middle of its verse. 



48 



THE CARPENTER 

Games and Recreations 

Finger Play 

Represent, rhythmically, the activities of the caipenter — 
with saw, plane and hammer, also the swing of the woodman's 
axe. Use first one hand, then the other — for symmetrical 
development. 

Game 

Eight children represent "trees growing in the forest." 
These are ' ' cut down " by a woodman (children relax in 
falling.) The cai-penter then "saws the logs into boards," 
and planes them. When these are "straight and smooth" he 
stands four in a circle. Opposite twos clasp hands—" London 
Bridge" style. This represents the "framework" and "roof" 
of the house. The carpenter places the remaining four between 
the first, leaving spaces for Avindows. 

AVhen completed let a father buy the house and thank the 
carpenter for doing his work so well. His family then "move 
into it ' ' and mother ' ' gets everything ready for winter. ' ' 



49 



October 
Third Week 



MAN AND NATURE 

Interdependence 

"Nothing is more dangerous to the health of the intellect, 
nothing is more prejudicial to the culture of the heart, than 
the habit of looking at particular objects and events in detach- 
ment from the great whole of life." Life is a chain in which 
each link is necessary to make the complete whole. We are 
too liable, however, to look at the industrial links as separate 
units, rather than as having a certain relationship to each other. 
We speak of the mineral, animal and vegetable kindgoms, 
and forget their interdependence. Man — the highest work of 
Creation, is dependent upon the vegetable and animal king- 
doms for his existence. The vegetable draws from the mineral 
those elements which it needs, and Man gains his nourishment 
from that which the vegetable world has stored up for its 
own use. He has also claimed that which the lower animals 
can contribute to his needs — food, clothing, etc. 

Man's dependence upon Nature, for the essentials of life, 
is shown in the "Mowing Grass," Mother Play. Many helpers 
contribute toward the child's bowl of milk. His mother re- 
ceives the pail of milk from Lena, the milkmaid ; the cow gave 
the milk; Peter, the farmer, must first feed her with sweet 
grass; the grass needed the help of rain and sun in order to 
grow; God sent the sun and rain. The child must therefore 
thank all these helpers for his bowl of milk, and the inter- 
dependence of Man and Nature is thus made conscious to him. 

We need to heed the warning pictured in the Mother Play. 
One tree shows only side branches, because the terminal bud, 
"its life imuplse," has been destroyed. The other has gnarled 
branches and bitter fruit, the "result of grafting upon it that 
which is false." The boy follows his instinct in imitating, 
with bent stick, Peter's scythe — coming thus closer to the 
meaning of the farmer's activity, by making it his own. The 
two children who are "weaving dandelion chains, link by 

51 



link, expect to join them in one connected whole." So it is 
with the child, who, by linking even a few activities, begins 
to weave the chain of Life. The very nature of his activity 
implies a goal, and he feels that some day to his joy, the chain 
shall be rounded into a circle. 

Those who have the care of children should help them to 
make connected links of the events of their lives. They love 
to hear stories of all they did " when they were little ;" of what 
father and mother did when they were children. This shows a 
desire to connect past and present, and makes the circle of life 
complete. When the child grows older he should be led to 
think over the important events of his early life, to see what 
relation they hold to later development; thus he becomes 
introspective. Link by link the whole is tested and is seen 
to be as "strong as its weakest link." Many mothers keep 
a book in which the changing events are recorded. Many 
teachers also keep observations of their pupils, which are 
helpful in dealing with them. Kindly reference to a bad habit, 
splendidly overcome, encouraging praise for some thoughtful 
action, which might slip the mind except for these observa- 
tions, has enabled many a teacher to do lasting good to her 
children. 

It is also helpful to keep a record of good books we read, 
of quotations that have benefited us, and of experiences with 
our friends. Looking back over these records we see the 
character of the chain we have been making. What link do 
we need to perfect the whole? 

Morning Talks 

The child's food is an essential part of his everyday life, 
and thus it is taken as the "point of departure." Ask the 
children what they had for breakfast, and lead them to men- 
tion something with which milk had been used. Who gave you 
the milk? Mother. Where did she get it? From the milkman 
or storeman. Where did he get it? Trace it back to the farm 
and the cow that gave it. "Lena" milked the cow. What 
did the cow eat before she could give milk? Hay or grass. 

52 



Who cut the grass? Peter, the farmer. What helped the 
grass to grow? The rain and sun. Who sent the rain and sun ? 
God sent them. So baby has to thank his mother, Lena, 
Peter, the cow, grass, rain, sun and God for his bowl of milk! 
So many helpers! The Mother Play picture may be profit- 
ably used, letting the children observe it carefully before 
making the connected links in the process. Could we have 
the milk if any one of these helpers was not willing to do his 
part, or neglected his work? Xo. 

Describe the process of churning, and speak of cream and 
cheese. Have pictures of farm-life about the room. 

Cumulative stories help in the process of tracing back, and 
the repetition also gives the children great pleasure. 

Songs 
"[Mowing Grass" — Miss Bloic'^s Book, pg. 175. 

"Mowing" — given here. 

Stories 
"Alice's Supper" — October Plan Book. 

"Products of the Cow" — Kindergarten Morning Talks — 
Sara A. ]]^tlise. 

"The Cow that Lost Her Tail" — In the Child's AA^orld. 

"Cat and the Mouse" — For the Children's Hour — Carolyn 
S. Bailey and Clara M. Lewis. 

" Old Woman and Her Pig" — How to Tell Stories — Bryant. 

"The Wakeup Story"— In the Child's World. 

"Little Long Tail" — A Kindergarten Story Book — Jane 
L. Hoxie. 

" Kid Would Not Go"— A Kindergarten Stor}- Book. 



53 



Mowing. 



R. W. G. 







I II II - - . , ., 

1. Pe - ter mows with joy - ous song, Swings his scythe the 

2. Le - na fills her milk - pail bright With the milk all 




whole day long, 
foam - ing white. 



r r 

Mows the green grass wav - ing high, 
Takes it to the moth - er dear. Who 



^^^ 



-ZJT 



!5 



-<5^ 



:^— 



-(©-=- 



-<&-• 



-z^— 



z:^ 



t=^- 



-<^— 



-<s— 



:^~ 



( 




rj^^rj: 



-<^- 



^ T • 



Spreads 
gives 



the sun to dry. Soon 

her chil - dren here. Let 



-r " 

he carts 
us thank 



this 



our 




good, sweet hay 
moth - er now, 



"^^^ 



m 



-!^— 



-z^— 



To his barn not far a -way, 
Le - na, Pe - ter and the cow, 



"S^— 



<^-^ 



=1: 



Juic - y 
Grass that 

J 



-^- 



^-, 



-7^- 



-<5h' 



-($'-• 



^■=^=i 



^EfEpEfS-^iEi 



^-=A 



dzc-i- 



— h^A J— hiS' — 



-J- 



J— J 



*^tST 



p p 



^ 



^—fET 5 ^. J.^ ^. jfL -^ i ^ »— P- 2^ 

II III I 1 ' 

hay the cows will eat. Then they'll give us milk so sweet, 

grew in rain and sun, And God who sent them ev - 'ry one ! 



--it- 



d; 



-1^ £]: 



w=^ 



--t=^- 



f-- 









I 



MAN AND NATURE 

Games and Recreations 

The Scythe 

The movement of the scythe is a wide swinging of both 
arms from right to left. The left foot is advanced, and the 
arms swing to the left, on the first count. On the second, the 
right foot is advanced and the arms swing back to the right. 
This can be used as a rhythmic exercise at the seats, or in 
motion about the room. 

Mowing 

Children are chosen to represent the characters. Peter 
cuts the grass, spreads it in the sun, and carts it to the barn 
(two children, clasping hands, represent the hayrick). He 
then gives the hay to an imaginary cow. Lena comes to do 
the "milking," and carries the brimming pail to the mother, 
who fills a cup for the baby. Thanks are sung to all the helpers. 
Use "Mowing Grass" — Miss Blow's Book or the "Mowing" 
Song given here. 

■ Making Butter 

Lena milks, sets the pan of milk for the cream to rise, 
skims and puts the cream in the chum. She continues the 
activities mentioned till the butter is ready. Several go to 
buy a little and spread it on their bread for supper. 

Use "Making Butter" — Finger Plays. 



55 



OctoVjer 
Fourth Week 

HARVESTING 

Fulfillment 

The bounty of autumn is the fulfillment of the promise 
given in the unfolding life of spring. The harvest-time is 
the goal toward which Xature, and her co-worker, man, have 
been aiming through the summer months. 

The sprouting seed told of the matured plant to come. The 
opening bud promised fruit. The fading beauty of the flower 
bade us look for the greater glory, about to appear, in the seeds 
it had been treasuring. The fresh, green leaves of spring have 
become dusty during their summer labors. Their work, too, 
is accomplished, for autumn's glory is their goal, and soon the 
wind will carry them away for their winter's rest. 

Autumn spares no pains to make this season one of re- 
joicing. The wonderful colors on every side, the ripened fruit, 
the deep blue skies, and invigorating air, tell of the fullness 
of life. It is by no means the "dying time" of the year, but 
the climax of effort. Nature is receiving the results of her 
labors a hundredfold. The promise of another year of growth 
has been scattered broadcast b}^ her messengers ! What more 
remains to be done? Nature has given all she possessed. 
She is ready to take a well-earned rest. 

Gathering In 

Through the spring and summer hours, 
Fed and warmed by rain and sun, 

Bud has bloomed and fruit has ripened; 
Nature's cared for ev'ryone. 

Now her messengers will scatter 

Seeds for flow'rs another year. 
But with us she shares her bounty, 

So our harA^est-time is here. 

Seel Our barns are brimming over, 

So no winter's cold we'll dread. 
Let us thank our Heav'nly Father, 

Who has giv'n us "daily bread." 

57 



The Autumn of Life is also man's goal. In it he reaps 
that which he has sown. The promise of spring has been 
fulfilled in the fruits of his labors. 

Morning Talks 

Nature has worked hard through the spring and summer, 
caring for growing seeds, buds and flowers. Now everything 
is ready for the glorious harvest-time. Seeds have ripened, 
and been scattered to find places where they will grow. The 
fields are golden with grain and com. The trees are laden 
with fruit of every kind. Nuts are ripe, and busy squirrels 
are gathering them for winter stores. Vegetables, too, have 
grown large — filled with nourishment for the seeds they hold. 
Nature has been preparing all these for the harvest. How 
glad we are that this has come ! The farmers are busy cutting 
the grain, husking the corn, storing the fruit, nuts and 
vegetables. 

What color were the leaves in the spring and summer? 
Green. What now? Red, yellow, brown, etc. They, too, are 
ripe. How glad they must be that their work is done, and 
that it is the harvest-time! Speak of their use in covering 
seeds on the ground. Recite " October's Bright Blue Weather." 
Fairies have interested children in all countries. Many 
believe that there are ''nature fairies." Speak of the helpful- 
ness of the brownies and use Palmer Cox's Brownie pictures. 
Tell some of the stories that emphasize this point. Interest 
of this kind centers around Halloween. 

Take the children, if possible, into the country where they 
can see the autumn glory, and the farmers harvesting their 
crops. A review of fall Nature subjects (based on Miss 
Poulsson's Finger Play) is given in the "Little Boy's Autumn 
Walk," kindly contributed by Mary C. Bowers. 

A Little Boy's Autumn Walk 

A little boy went walking 

One lovely autumn day; 
He saw a little squirrel 

That quickly ran away. 

58 



He saw some birds go flying 

Away to the sunny South; 
And golden rods and asters 

Were growing all about. 

And gently, gently falling, 

The leaves from off the tree. 

Some red, some brown, some yellow, 
Most beautiful to see! 

The apples in the orchard; 

And, when he stopped to rest, 
He saw high in the branches 

A birdie's empt}^ nest. 

And when he saw some chestnuts 

Had fallen from the tree, 
He filled his basket with them — 

Enough for you and me. 

He saw the milkweed flying 

Like birds with silky wings ; 

He said, "I'll go tell mother, 

I've seen such pretty things!" 

Songs 
"The Harvest of the Squirrel" — Gaynor, Xo. 1, pg. 65. 
"The Squirrel" — Songs for Little People, pg. 74. 
"Harvest Song" — Songs for Little People, pg. 38. 
"The Sleepy Leaves" — Holiday Songs, pg. 70. 
"In Autumn" — Holiday Songs, pg. 67. 

Stories 

"Story of Persephone" — For the Children's Hour. 

"The Com" — Autumn — All Around the Year Series — 
Frances L. Strong. 

" The Wheat Field" — Golden Windows — Laura E. Richards. 

.59 



"The Lark and Her Young Ones" — ^sop — Boston Col- 
lection. 

"The Squirrel's Harvest" — Half a Hundred Stories. 

"The Wheat" — Autumn — All the Year Round Series. 



The Anxious Leaf" — Kindergarten Stories and Morning 



Talks. 



60 



HARVESTING 

Fall Games and Recreations 

Harvesting Wheat 

Peter mows with joyous song, 
Swings his scythe the whole day long, 
Mows the golden wheat so dry, 
Then he ties and stacks it high. 

Now he carts this golden grain 
To the miller by the lane, 
Flour then the miller makes 
For the baker's bread and cakes. 

This is sung to the " Mowing Song" here given. Peter ties 
the stacks, and takes them to the mill. (The threshing may 
be introduced here and repeated when "Spring Planting" 
is played.) 

The grinding is shown by rubbing the palms of the hands 
together. 

Orchard Game 

The song of the "Orchard" — Holiday Songs, pg. 41, can 
be taken season by season. For the autumn use the first and 
fifth stanzas. Peter plants his apple trees, in long straight 
rows (children stand with outstretched arms for branches). 
A few others come with "baskets," gentty shake the branches, 
and gather the ripe, red apples. 

The Falling Leaves 

Use the "Leaves' Party" in Gaynor, No. 1, pg. 64, or 
"Come Little Leaves," Songs and Games, pg. 44. One is 
chosen to be the "North Wind." All the leaves don their 
"dresses" of red, yellow and brown, for their "party." They 
invite the North Wind, who comes blowing along, saying, 
"Ooo-oo-oo!" As he goes among the leaves he touches a few 
w^ho follow him. When he reaches the front of the room they 
fall lightly to the ground, and he leaves them. When they 

61 



are fast asleep Dame Winter comes, takes pity on the tired 
leaves, and covers them with snow. There they will ''sleep 
till spring." 

The Squirrel 

Use the well-known game ** Chasing the Squirrel" — Songs 
and Games, pg. 106, in connection with harvesting the nuts. 

Form a ring around the seats and choose a squirrel to be 
chased. If he is caught, turn the spirit of the victor into one 
of kindness for the less successful, by ''feeding the squirrel" 
with nuts. The little harvester buries his nuts at the foot of 
one of the "trees" and takes his place in the ring. Use also 
Miss Poulsson's Finger Play — "The Squirrel." 

Gymnastic Play 

"Autumn in the Woods" — Gymnastic Stories and Plays — 
Elizabeth Stoneroad. 

Occupation 

Give freehand drawing and cutting of vegetables, also 
represent simple outline of harvesting objects — such as sickle, 
cart, stacks of grain, bam, etc. 

Cut candles from bright colored paper. Jack o' Lanterns, 
with different expressions, may be cut from orange colored 
paper. Paste yellow paper on the back — giving the appear- 
ance of light showing through. 

Jack o' Lantern Party 

Cover the blackboard in one corner of the room with black 
mosquito netting. On this hang the Jack o' Lanterns and 
candles. If a real lantern is used it will give a joyous surprise 
party. After coming up from recess allow them to feign 
sleep, sing a lullaby and light the lanterns. When ready wake 
up the children and let them enjoy the Jack o' Lantern party. 



62 



NOVEMBER 




November 
First Week 

THE BAKER 

Process 

Having seen, in the "Mowing Grass" Mother Play, that, 
**in true activity, nothing unrelated is," we now search for 
the process by which each link in the industrial chain is forged. 
Nature has ceaselessly worked to ripen the wheat and com, 
which must be prepared for man's food. The farmer cuts it, 
ready for the miller, who grinds it into flour and meal. The 
baker has yet his work to do — to bake it into bread for the 
child's supper. Should any one of these workers fail to do 
his part bread could not be provided. Thus, ''in the world's 
work, each must help as he ought." 

Every step in the process is complete, so far as the 
individual worker is concerned. But it must not only be com- 
plete but perfect, for the more perfect the work, the more 
valuable will be the finished product. Man should not be a 
machine, but should do his share intelligently and faithfully, 
to raise the standard of the whole. Today, the lower rounds of 
the ladder, in the business world, are crowded, but there is 
"plenty of room at the top" waiting to be filled. Truly, 
" no man liveth to himself," for each has a work that is related 
to his neighbor's and no one else can do it as well as he. 

Even a child has his place as a w^orking unit. By playful 
activity he learns to relate isolated objects and acts, and to 
mould plastic material to his will. Through art, therefore, 
he makes the transition from play to work. As long as activity 
is not purposeful, it remains play. As soon as its aim is to 
make a finished product it is work, and the child becomes a 
producer in the world of industry. As long, however, as there 
is joy in productive activity it will retain the element of 
play, which is the "language of childhood." Society protects 
this right by forbidding child labor, and making obligatory a 
legitimate time for play. 



65 



THE BAKER 
Morning Talks 

• 

The farmer has been storing fruit and vegetables, and 
harvesting com and wheat. The fruits are all ready to be 
used as food. Can we eat the corn and wheat as soon as it is 
harvested? No. What must the farmer do? Take it to the 
miller. What will the miller do with it? Grind the com into 
meal, and the wheat into flour. (Show pictures of mills run 
by water and by wind.) Can we eat the meal and flour then? 
No. What must the miller do? Send them to the baker. 
What will the baker do? (Describe the process of mixing 
and baking corn cakes and white bread.) 

When the bread is baked mother buys it and spreads it 
with butter for our supper. It does not look like the wheat 
and corn that grew on the farm! So many workers helped, 
each doing his part to give such good bread for us to eat! 
(Enumerate workers in the process.) A good summary of this 
process is found in the Kindergarten Review for June, 1904. 
If possible have some wheat, flour, bread and butter to show 
the steps in the process. Suggest that the children watch 
their mothers cook and bake. Let the children mention other 
things that are cooked, at home and in the bakery. 

Songs 
" Pat-a-Cake"— M^'5^ Bloiv's Book, pg. 186. 

*' Song of the Loaf of Bread" — Gaynor, No. 1, pg. 15. 

"The Mill-Wheel"— M^'55 Blow's Book, pg. 187. ^ 

"Song of the Mill-Stream" — Song Stories, pg. 67. 

Stories 
"The Johnny Cake"— In the Child's World. 

" Nero at the Bakery "—In the Child's World. 

"The Gingerbread Man"— For the Children's Hour. 



66 



THE BAKER 
Games and Recreations 

Finger Plays 

Miss Poulsson's Finger Play, "The Mill," pg. 65, and 
''Making Bread," pg. 69. 

The Miller 
The mill-wheel is represented by one row of children form- 
ing a small circle at the front of the room. The stream con- 
sists of a continuous line of the remaining children, led by 
the teacher up and down the aisles. Sing "Give, said the 
Little Stream" (Merry Songs and Games, by Clara Beeson 
Hubbard, pg. 138). When the mill-wheel is reached, it turns, 
and the miller pours com or wheat into the " hopper" (outside 
the circle). As soon as the flour or meal is ground the baker 
comes to buy a "bagful." When the bread is baked several 
mothers go to the baker to buy some for supper, and give it 
to their "families." 

Dramatization 
Buying a Loaf of Bread 

"Baker, may I have some bread 

For my supper hour?" 
"Yes, if to the mill you'll go, 

For a bag of flour." 

"Miller, may I have some flour 

That I bread may eat?" 
"Yes, if to the farm you'll go 

For a bag of wheat." 

"Farmer, may I have some wheat 

For the miller's flour, 
That the baker bread may bake 

For my supper hour? " 

"Yes, for it has ripened well 

In God's rain and sun. 
Ev'ryone must do his part 

Ere your bread is done." 

67 



Choose characters to represent the child, baker, rniller 
and farmer. Each finds his place, and does his own line of 
work. The child goes from one to the other and the dialogue 
takes place. When the wheat and flour have been obtained, 
and the bread baked, the child takes it to his "mother," who 
cuts and spreads it for his supper, then pours out a "cup of 
milk" to drink with it. 



68 



November 
Second Week 

THE INDIANS 

'' Childhood of the Race'' 

In primitive man we behold the ''childhood of the race." 
In his simple mode of living and self-expression we trace the 
beginnings of art, literature, music and religion. 

Artistic instinct is shown in his love of form and color, 
in the use of beads and feathers for self -ornamentation. Crude 
pictures traced in the sand, carved on wood and skins, and on 
utensils modelled from clay, were the beginnings of pictorial 
art, and also of hieroglyphic writing. As cave and cliff dwellings 
gave place to better forms of shelter, this increased knowledge 
and skill in construction was the birth of architecture. 

"The literature of an age reflects the life of the people." 
Its heroes, thus portrayed, react on those who read and create 
an influence which determines the ideals of the age. We see 
the superstition of primitive man in nature myths, which 
were the beginning of literature. He attributed to inanimate 
objects that life wdiich he felt stirring within him. The sun, 
moon and stars, and the life of earth, air and water were 
thus personified. (See Miss Blow's " Symbolic Education.") 

Music developed from the rhythmic clashing of crude 
instruments, which were used in festival dancing. As the 
people gained a sense of intervals, pleasing combinations of 
tones grew out of mere noise, till we reach the height of the 
symphony of today. 

Primitive man was the slave of Nature, through weakness 
and fear of wild beasts, and also through ignorance of her 
natural phenomena. When he made w^eapons for self-defense 
he was able to overcome wild animals. As soon as he learned 
to understand the nature of the phenomena about him, his 
ignorance and terror gave place to reverence. In the Universe 
he no longer saw a Power to be feared, but a Creator to be 
reverenced. He at last came to see the relationship between 
all forms of life, and to recognize his part in the whole — the 
child of a loving Father. 

69 



THE INDIANS 

Morning Talks 

Portray the life of primitive man as realistically as possible. 
Show pictures of his mode of living, dress, wigwams, utensils, 
industries, etc. Inspiration can easily be gained from arts 
and crafts exhibits — weaving, modelling and basketry — and 
much is done also in the schools. Hiawatha offers interest in 
studying Indian life, for it is rich in myths and pictures. The 
little papoose is always an interesting study, and can be com- 
pared with our own babies. Show how the mother carries her 
baby on her back, and allows the wind to rock him to sleep 
in his birchen or linden cradle, as he hangs from the limb of a 
tree. Stories of the custom of caring for babies in other 
countries will be of interest. Dwell also upon the character 
of the country before the arrival of the white man. 

Songs 

"The Little Papoose" — Riverside Song Book, published 
by Houghton, Mifflin Co. 

Stories 
''Hiawatha" — Longfellow. 

"The Indians" — Big People and Little People of Other 
Lands — Edward R. Shaw. 

"Story of the First Corn"— For the Children's Hour. 

** Stories of the Red Children" — Dorothy Brooks. 

"Nature Myths" — Florence Holbrook. 



70 



THE INDIANS 

Occupations 

Let the children make silhouette cuttings of Indians, wig- 
wams, canoes, utensils, etc., and illustrate Hiawatha with 
freehand cuttings and drawings, and make wigwams and canoes. 
Show Indian hieroglyphics, which can be used as units for 
borders and for busy work. To make the wigwams cut from 
a circle a triangular-shaped piece; paste together the edges 
of the remaining part, cut a slit in the opposite side, and fold 
back the edges for the door. This can be decorated, or colored 
brown. 

The possibilities of a sand table are many. Settlements 
of wigwams can be made. Use pine twigs (stood in spools) 
for forests, and place canoes in a groove to represent the river. 
To give the effect of w^ater use silver paper, or the zinc table. 
Indians, cut from red paper, and stiffened by a toothpick 
pasted to the back, form an added attraction to the scene. 



71 



November 
Third Week 

THE PILGRIMS 
Love of Freedom 

Love of freedom, self-denial, self -repression, loyalty to the 
truth, to right, and to faith — these are the virtues for which 
the Pilgrims stand! 

Deprived of their freedom to worship in the way they 
held to be right, the Pilgrims left England, in search of a 
country where they could live up to their ideals. 

Holland did not meet their need; therefore they set out 
on that long journey across the ocean, and entered upon a 
life that was filled with hardship and privation. In spite of 
that first awful winter, however, they rejoiced in their new 
found freedom. Rugged as was the soil, they conquered 
Nature's obstacles because of their undaunted courage and 
perseverance. Helped by the friendly Indians, they planted 
corn, wheat and barley which yielded a bountiful harvest. 

The Pilgrims have left a rich inheritance which has made 
a marked impression on the history of our country. Freedom 
is the watchword of our nation. Foreigners hear its call and 
seek its protection. They, too, can be "Americans." Race 
distinctions, to a certain extent, are eliminated, as the children 
of all nations stand side by side, to receive the benefits of 
education, and learn to sing " Land of the Pilgrim's pride." 

The right to adhere to a strong faith is a still greater 
inheritance from our Pilgrim fathers. Not only what we 
believe but how we live up to it, are the questions that love of 
freedom bids us ask. 

The obstacles which the Pilgrims met were great; 3^et 
those brave men and women overcame them and grew strong in 
the struggle. Shall -we shrink from this inheritance of diffi- 
culties as we meet oiir problems in the cause of Freedom? 



73 



THE PILGRIMS 
Morning Talks 

Trace the wanderings of the Pilgrims from England to 
Holland, thence to America. Give as much local color of 
time, place and people as possible, using pictures and de- 
scriptions. Helpful suggestions will be found in Primary 
magazines. 

When the Pilgrims reached the new country it looked bare 
and lonely. (Dwell on the season of the year, describe the 
country, and all that had to be done to build their homes.) 
Here they were free to worship as they thought best ; so that 
they were happy, even though it was hard to get enough to 
eat, to find material for their houses, and fuel enough to keep 
them warm during the cold winter. 

Strange red men greeted them kindly, gave them yellow 
corn and showed them how to plant it. (Do not dwell upon 
the cruelties of the Indians except in showing how brave the 
Pilgrims were and why they had to carry guns for protection.) 

Speak of the custom of family reunion at this time. Draw 
from the children their experiences and anticipations. Thanks- 
giving talks will not mean much to many children, who are 
poor, if mere feasting is emphasized too strongly. This should 
be made subservient to our gratitude for abounding blessings. 

Songs 
"Thanksgiving Song" — Gay nor, No. 1, pg. 67. 

Stories 

"Grandmother's Thanksgiving Story" — Half a Hundred 
Stories. 

"A Thanksgiving Story" — Boston Collection. 

"The First Thanksgiving Day" — The Story Hour — Eliza- 
beth Harrison. 

"Holland" — Big People and Little People of Other Lands. 



74 



THE PILGRIMS 

Occupations 

Cut silhouettes of the Pilgrims, of their log houses, and 
church (corrugated brown paper is good for log hut effects). 

Build a Plymouth village on the sand table with gift 
blocks for houses, pebbles for the rocky shore and for the 
main street leading up the hill to the fort at the top. Stand 
silhouettes of the Pilgrims in the sand as was done with the 
Indians. It will not be possible to regard relative proportions 
in all cases but the effect will please the children. With an 
Indian village on one end and Plymouth on the other the 
sand table gives a very effective object lesson in history. 



7$ 



November 
Fourth Week 

THANKSGIVING 

Gratitude 

How many really know the meaning of true gratitude ? It 
has been tersely said that *' gratitude is a lively sense of favors 
expected'' — i. e., giving thanks for the past in hopes that the 
giver will continue his good works in the future. If the favors 
cease for a while, past blessings are lost sight of in the dis- 
comfort of the present. 

It is easy for a happy heart to sing praises to God for his 
mercies. Can a sad heart be thankful? Are we grateful for 
the hard lessons of life, for disappointment, failures and 
sorrows, which help strengthen character? If so, we have 
true gratitude in its highest sense. Much has been given to 
nourish and protect the body, much, also, for the inward life 
of the spirit. Are we ready to give thanks for all these blessings ? 

The greater the gifts we have received the greater is our 
responsibility in using them aright. Our blessings are but 
seeds to be planted in the lives of others — that they bring 
forth a "hundredfold." Emerson says, "The benefit we 
receive must be rendered again, line for line, cent for cent, 
deed for deed, to somebody. Beware of too much good staying 
in your hand. It will fast corrupt. Pay it away in some sort." 
The motto of the International Sunshine Society, as well, is, 
"Pass it on!" 

Morning Talks 

" Thank-yoii Day'' 
Whom must we thank for the social ties, the family rela- 
tionships, the shelter of home, the bounty of Nature and the 
industrial w^orkers that give us food? God! Why did the 
Pilgrims come to this new country? To worship as they 
thought right. They suffered much but never forgot to give 
thanks to God for shelter, safety, food and a place in which 
to worship. Therefore, when the harvests were gathered in, 

• 77 



they appointed a day of thanks, in which to show their grati- 
tude and love to God. They were glad to invite the friendly 
Indians to come and share their feast with them. This is why 
we keep Thanksgiving Day. 

What can we do to add to the happiness of those who have 
less than we? We can give food and clothing for their bodies, 
but more than that, we can give something that will last 
longer — kindness and love! 

Let us think of all for which we have to be thankful. 
(Review subjects of the fall.) Ask the children to bring 
vegetables and fruit, or pennies, if allowed, with which to buy 
them. These may be used for decoration and Nature lessons, 
then given to families to make them happy on Thanksgiving 
Day. 

Don't forget to say "thank you" to some one on Thanks- 
giving Day! (After the recess ask whom they remembered 
to thank.) Speak more fully of the joys of Thanksgiving at 
Grandmother's. 

Songs 
"Thanksgiving Day" — Holiday Songs, pg. 77. 
"Thanksgiving Song" — Song Stories, pg. 27. 
" Hymn of Thanks" — Songs for Little People, pg. 99. 

"Over the River and Through the Woods" — Songs and 
Games, pg. 46. 

"Going to Grandmother's" — Kindergarten Review, Nov., 
190L 

Stories 
"How Patty Gave Thanks"— In the Child's World. 
"The Visit"— More Mother Stories. 
" Baby Ray"— Mother Stories. 



78 



THANKSGIVING 

Recreation and Occupations 

Going to Grandmother s 

Arrange chairs, by twos, for seats, in a sleigh drawn by a 
"span of horses." Grandmother's house is represented by 
children standing in a hollow square. Grandmother is seated 
within it and wears a cap and kerchief. Build a bam in another 
corner where the children represent domestic animals. '* Grand- 
father" takes the visitors to see them, while grandmother 
prepares the dinner. 

Occupations 

Cut silhouettes of vegetables (from colored paper) for use 
as border patterns. ]\Iake a picture with a basket and vege- 
tables about it. Cut silhouettes of our "horse and sleigh," 
with grandmother's house in the distance, and arrange it on 
white paper, for snow effect. Colored papers, representing 
blue sky and evergreen trees are pretty, if desired. 

On a white "table-cover" draw pictures of the thanks- 
giving turkey, pies, etc. 



79 



DECEMBER 




December 
First Week 



BIRTHDAY BASKET 

''Loving and Giving'' 

The Christmas season is now approaching. How can we 
help the children to think more of giving than of receiving? 

The thought of the Birthday Basket is based on that of 
Froebel's "Flower Basket." It is the father's birthday, and 
his children, with their mother, are planning a surprise, by 
filling baskets with flowers. In the winter-time flowers cannot 
be gathered for the "birthday party," but love can provide 
other gifts. The relation between mother and child has been 
emphasized in other plays, but this is the only one in which 
the father's share in his children's hearts is made. the central 
thought. Since the father is usually away all day, it is most 
important that this necessary separation should not result in 
estrangement from his children; but, as in the "Pigeon 
House" that the home-coming should result in a closer union. 

Love reveals itself in the act of doing for others, and 
receives its greatest joy in the pleasure that it gives another. 
The father, therefore, desirous of giving his children pleasure 
on his own birthday, is drawing pictures for them. He is 
happy because he has a family, and wishes to show his love 
by giving them something. No selfish thought of giving, in 
order to receive again, enters the minds of the children as 
they present their gifts to their father. Both, however, are 
happy in giving, and also in receiving. (See the "Flower 
Basket" in the Kindergarten Review, December, 1906.) 

Morning Talks 

If anyone has just had a birthday, make that the point of 
departure. We have many surprises on our birthday and are 
very happy. Let us play this is our father's birthday. What 
can we do to make him happy? If it were summer-time we 
could pick flowers to put in baskets for him. (Use Mother 
Play picture.) What do you think these children are doing? 

83 



Yes, it is their father's birthday and he is sitting in the summer- 
house. What is he doing? He is making something for his 
children, because he loves them, and wants to give something 
to make them happy, too. When the children bring their 
gifts to the father he shows his glad surprise and tells them 
why he is so happy ; he thanks God because he has his dear 
children and their mother. 

What could we give our fathers? Birthday baskets. 
What shall we use? (Show specimens of laurel.) Did you 
ever see a basket made? They weave the branches in and 
out. Shall we weave some for father? How pleased he will be ! 
What can we put in our baskets? Mention gifts suitable for 
children to give. In connection with the Birthday Basket 
use evergreens for Nature study and drawing. 

Songs 
"The Flower Basket"— ilfes Blow's Book, pg. 198. 

"The Basket" — Songs for Little Children, Part 1, pg. 57. 

"Birthday Basket" — given here. 

Stories 
"The Loving Cup" — In Story Land. 

"Little Blessed Eyes" — In Story Land. 

"The Little Pine Who Wished for New Leaves"— For the 
Children's Hour. 

"The Great Feast" — Golden Windows. 

"Why the Evergreen Trees Keep Their Leaves" — Book of 
Nature Myths — Florence Holhrook. 

"The Fir-Tree" — Winter — All the Year Round Series. 



84 



THE BIRTHDAY BASKET 

Games and Recreations 

Finger Play 

The Birthday Basket 

FIRST VERSE 

With the laurel branches twining 
All their leaves so green and shining, 
Birthday baskets we are weaving, 
Now our gifts they are receiving. 

To our father we are bringing 
Pretty gifts with joy and singing. 
"Happy birthday, Father," we say, 

"Gifts we bring to you!" 
"Happy birthday, Father," we say, 

' ' Gifts we bring to you ! ' ' 

SECOND VERSE 

"Thanks I'm giving," he is saying, 
" For the love that you are paying, 
For the sun that shines in heaven, 
Blessings all that God has given." 

"See this (picture) I've been making, 
For you pains I have been taking 
On my birthday, let us be gay, 

Kind in all we do ! 
On my birthday let us be gay, 

Kind in all we do!" 

Weave the basket by dovetailing the fingers together 
(palms up). Add the handle by touching the tips of the 
thumbs together over the centre of the hands. The words 
here given are adapted to the music of "The Flo^ver Basket" 
in Miss Bloivs Song Book, pg. 198. On the words "To our 
father we are bringing," hold up the baskets, then swing them 
from side to side to the rhythm of the chorus — " Happy Birth- 

85 



day." Alternate rows represent fathers and children. These 
families face each other, the children singing the first verse 
and chorus and the fathers the second in reply. 

Game 

Choose a few "fathers" who "live" in different parts of 
the room, and are busy making something for their " children." 
The first verse is sung by all. On the chorus one row (or more) 
carry their baskets to the fathers. The latter then sing the 
second verse as they give their presents to the children. All 
are happy, as they return to their seats together, and the 
fathers tell what they made for their children. 

Occupations 
For busy work let the children cut (without suggestion) 
freehand patterns of gifts for their fathers. Also make 
illustrative drawings. 



86 



December 
Second Week 

CHRISTMAS 

John Hi: i6 

It is because "God so loved the world" that we have our 
most joyous day of the year — Christmas! 

Love is the "Greatest Thing in the World," as Drummond 
has so beautifully expressed it, and we can do no better than 
to turn to his inspiring essay on that subject: 

"There is no happiness in having or in getting, but only 
in giving, and half the world is on the wrong scent in the 
pursuit of happiness. It consists in giving and in serving 
others. 

"Love is not a thing of enthusiasm and gush. It is a 
robust, strong, manly, vigorous expression of the whole 
character and nature in its fullest development, and these 
things are only to be acquired by daily and liourly practice. — 

"The life of love is an eternal life, and there is no worse 
fate can befall a man than to live and grow old alone, unloving 
and unloved. — * 

' ' He that loveth is bom of God ; and above all the transi- 
tory pleasures of life, there stand forward those supreme 
moments when we have been enabled to do tmnoticed kind- 
nesses to those about us — things too trifling to speak about, 
but they become a part of us. — Shall I tell you the cause of 
love? We love because He first loved us. Contemplate the 
love of Christ and you will love. Stand before that and you 
will be changed into the same image from tenderness to 
tenderness. These is no other way. You cannot love to order. 
Love begets love. — 

"The final test — is love, not what I have done, not what 
I have believed — not what I have achieved — but how I have 
loved ; according to the number of cups of cold w^ater we have 
given in the name of Christ." 



87 



CHRISTMAS 

Morning Talks 

The Bible story of the Christ-child's coming should be told 
simply, apart from any religious sectarianism. The journey 
to Bethlehem, the coming of the baby to Mary, the angels' 
greeting and message to the shepherds, the journey of the 
Three Wise Men, led by the star, and their arrival with precious 
gifts. We therefore give our gifts to each other to show our 
love for Him, and w^e try to make others happy on the Christ- 
child's birthday. This baby came because God had promised 
to send some one to show people how to live the right kind of 
life. 

Use the Perry pictures of Mother and Child, of the angels' 
appearance to the shepherds, and of the Wise Men on their 
camels and their arrival. 

The true spirit of Christmas should be gained in song and 
story, before the myths of Santa Claus are told and the holiday 
festivities enjoyed. In connection with the account of the 
shepherds, mention the sheep's gift of wool — as a Nature 
lesson. Use Miss Poulssofis Finger Play "The Lambs." 

Songs 
"A Christmas Picture" — Holiday Songs, pg. 92. 
"The First Christmas" — Holiday Songs, pg. 93. 
"While Stars of Christmas Shine" — Holiday Songs, pg. 95. 
"Babe Jesus" — Song Echoes, pg. 68. 
"Ring, Merry Christmas Bells" — Song Echoes, pg. 68. 
"Christmas Carol" — Gaynor, No. 1, pg. 29. 
"Christmas Star" — Song Stories, pg. 34. 
"Carol, Children, Carol" — Songs for Little People, pg. 4L 
"Christmas Song" — Jtilia A. Hidden. 
"The Christ Child" — Here given. 

88 



Stories 

**The Story of Christinas" — Story Hour. 

** Christmas in Many Lands" — December Plan Book. 

"The Birds' Christmas Carol" — Kate Douglas Wiggin. 

" Tiny Tim " — Dickens. 

"The Little Shepherd" — More Mother Stories. 

"The Lost Lamb" — Boston Collection. 

"Mollie's Lamb"— In the Child's AVorld. 

"The First Christmas Presents" — Kindergarten Talks- 
Wiltse. 

"Child's Christ Tales"— .4. H. Proudfoot. 

"Stories of the Bible" — Vols. I and II — Myles Endicott. 



89 



The Christ Child. 



E. M. G 




it:^=^^-#=^i=it: 



1. A lit - tie baby came to earth On Christmas long a - go, . . And 

2. Three Wise Men,guid-ed by a star Bro't gold and spi -ces sweet, . And 



§5fe-EE 




I 
I 




^=i=^-- 



^ — m 1 ^— 



-^,— 



-<&- 



g^feiE^: 



-a^i — a 






:t:=3^: 



gent - ly was He era ■ died there With-in a man-ger low. Most 
with the wond'ring shep-herds knelt And kissed the ba-by's feet. So 



H«=^-^ 




joy - ous-ly the an - gels sang To shep-herds on the hill, 
we will sing our joy - ous songs, And gifts of love will pay 



9z-^=^=t: 



:r-=t 



:J=t: 












'The 
To 



-f^- 



-\^' 




Christ-child's born in Beth - le - hem On earth to bring good will." 
Him who in a man-ger low Was born on Christ-mas Day ! 



'^^; 



^4- 



-m- 









-» — ^ 



£-=?= 

^ 



r 



m 



CHRISTMAS 

Occupations 

Let the children cut sheep in a kneeling position, and also 
if desired, a watch dog. Mount them on a hillside of gray 
green, against a dark blue sky, in which *' shine" a few silver 
stars. This may be used for the cover of a booklet, on the 
inside of which may be written the words, " Merry Christmas," 
and the child's name. 

An attractive blotter can be made of red blotting paper, 
on which heavy pencil lines are drawn to represent the bricks 
of a Christmas chimney. Let the children cut freehand 
silhouettes of stockings, of different lengths, for the members 
of the family, and "hang by the chimney" for Santa Claus 
to "fill." 

From dark green cartridge paper let the children cut a 
large Christmas tree, also colored candles, and simple forms 
of toys to "hang" on the tree. 

j\Iake a folder in three parts (vertical folds) like a cup- 
board. Inside on the middle panel mount a small picture 
and below write "Merry Christmas." On the outside draw a 
colored border line around each panel. Let the children paste 
an embossed wreath in the centre of each. 

Cut a silhouette of Santa Claus with his pack of toys, and 
underneath write, "He is coming to you." 

These are only a few suggestions which will cause a thought 
of many others to grow in the fertile brain of the teacher. 



91 



December 
Third Week 

THE TOYMAN'S SHOP 

Choice 

Wherein, to the child, Hes the fascination of looking at the 
windows of a toy store ? He sees here the world in miniature — 
the story of the needs and activities of mankind. It is a 
"mirror" in which, as he gazes, he learns to recognize his own 
genuine needs, and becomes able to choose for himself the 
things that are "outwardly useful" as well as those which 
will "edify and gladden his soul." According to the nature 
of the individual child will be the toy chosen. He seeks to 
find, in the outward form, that which responds to a need 
within. Thus, in exercising the power of choice, he expresses 
himself, and Ave may see his desires through that which he 
selects. In the Mother Play, "Toyman and the ]\Iaiden" is 
shown the motherly and housewifely instinct. In the " Toyman 
and the Boy" is seen his yearning towards life's great enter- 
prise, for, as the future protector of the home, he will take 
his place in the community. 

The "true child" will therefore not desire "physical 
possession" of everything he sees in the toyshop; but, if he 
has been helped to become "inwardly clear to himself," and 
has "gained the mastery over himself" — he will win from this 
rich experience the pOAver and means of embodying his own 
deep selfhood. 

We must help the child to gain this consciousness by wisely 
guiding his power of choice. How often parents foster weak 
wills in their children by making decisions for them, rather 
than allowing them to gain strength by deciding for themselves ! 

HoAv often individuality is dwarfed by the routine of school 
work — where opportunities for choice are neglected, on account 
of "lack of time." Occasional free choice in songs, stories, 
games, colors, crayon, paper, or originality in designs should 
be alloAved. Even number work may be made more interest- 
ing by appealing to the play instinct in selecting objects of 
interest for units. 

93 



Through choice the child ''represents himself to his little 
world. As he surrounds himself with these outward forms of 
interest they will react upon his inner being, strengthening 
those tendencies in life which are now but playful activities." 
For this reason encourage the children to make collections of 
objects in which they are interested, and to value them when 
made. 

Morning Talks 

The Christmas windows furnish the best pictures of the 
Toyman's Shop, and the overflowing enthusiasm needs to be 
noticed and directed. Let the children tell of the various toys 
they have seen, and each name the one he liked the best. If 
Santa Claus had been there to give you anything you liked, 
what would you have chosen? Guard against a contagious 
desire for one toy, such as an automobile, which only reflects 
a universal "craze," and does not develop individuality. The 
children are willing and ready to talk of holiday festivities 
and there will be no lack of subjects for conversation. 

Songs 
"Santa Claus" — Finger Plays, pg. 80. 
"Santa Claus" — Song Echoes, pg. 62. 
"A Wonderful Tree" — Songs and Games, pg. 67. 
"Christmas Secrets" — Gaynor, No. 2, pg. 64. 
"Toyman's Shop" — Holiday Songs, pgs. 82 and 84. 
"Toyman's Shop" — Here given. 

Stories 
"The Choice" — More Mother Stories. 
"The Christmas Stocking" — More Mother Stories. 
" Legend of the Christmas Tree" — For the Children's Hour. 
"The Golden Cobwebs" — How to Tell Stories. 
"Piccola" — Story Hour. 

"Christmas in the Bam"— In the Child's World. 
"Santa Bobby Claus" — Kindergarten Review, Dec, 1906. 

94 



The Toyman's Shop. 



E. M. G. 



R. W. G. 






fA \—m 1 



^^ 






r\- 



-^ 



"Oh, let us go to the Toy-man's shop And look at all his toys! . 
^—^ ^ F ^» — ^^ - — ^—^ 



' 0- 

. He 






:M 



1— 



f:=!=:::i=U=p: 



-^- 



I — H 



-w — I — 1 — 






d^^ 






d=:=!^d=p: 



V- 






'— ^- 



has such pret-ty dolls and drums For lit - tie girls and boys 

— , — — ff-» — m 






.SEEjiE^E^ 



P 






^ N 



S 



;=F 



'— -^-ri 



-• 1 



-X- 



_i:!s ^- 

M~ — —^ — 13« 



_^_ — ^- 



-^- 



s — ^^^^F^ 1 — I \- 



_l_l — I- 






Hip - it-y hop to the Toy-man's shop, Let's hur- ry ev - 'ry one. 






We'll 



9* 



^i 



— • — =1- 



g 



A^- 



-^v- 



-=1— 



-• •- 






^- 






;f±=f 



choose a toy for girl and boy, Oh, that will be such fun ! 



,ii^^ 



-^ 



::tr=h 



:tfe 



-t^-l 



-N-:f^ — N ^— N- 



;=i: 



-^-^ 



3i -^- ^ 



-1: 



— I- 
«- 
•- 



^-* 



=d: 



It 



-J-T--!- 



.9^ 



Hip - it-y hop from the Toy-man's shop,Then quick-ly we'll haste a - way ! 



-• — #- 



A- 



H- 



:t^ 



cfei — j- — ^— ^ — N — ^-=1^ - 

^ ^ fN — ^ — ^ — I ^-^ — 










•^^•—1:1 



TT-r- 



Hip - it - y hop from the Toy-man's shop And have a hap - py piay ! 



Fi 



^: 



=11: 



.mi 



THE TOYMAN'S SHOP 

Games and Recreations 
Christmas Shopping 

Let the toyman arrange his goods on rows of chah*s, desks, 
or be seated at some table ready to receive his customers. 
A number of children go, by twos, to buy toys, and return 
home "playing" with them — rolling hoops, flying kites, beat- 
ing drums, wheeling doll carriages, rocking babies to sleep, 
driving horses, etc. Use the "Toyman's Shop" in Holiday 
Songs, or the one here given. 

Occiipatious 

Cut and mount shelves on which paste toys cut from news- 
papers. The toyman's shop itself can be drawn, cut or made 
with sticks. Toys of all description, Santa Claus, Christmas 
trees, etc., furnish abundant material for illustrative drawing. 

Gymnastic Plays 
"Christmas Morning "^Gymnastic Stories and Plays. 



96 



J A N U AR r 






January- 
First Week 

TICK-TACK 

Right Use of Time 

"Oh, teach your child that those who move 
By order's kindly law, 
Find all their lives to music set, 
While those who this same law forget 
Find only fret and jar." 

The "Tick-Tack" is one of the most important Mother 
Plays, as it emphasizes a law of the universe. 

Who does not realize the importance of time and its use, 
and of order and punctuality in all the relationships of life ? 

We know that a clock holds a certain fascination for all 
children. The source of this may lie in its "apparent life," 
and the allurement is heightened by a sense of concealment and 
mystery. Froebel, however, suggests that it lies in the child's 
dim presentiment of the importance of time itself, as the sun- 
dial, hour-glass and other time -pieces interest him as well, 
and the play watch means almost as much as a real one. 

Through this interest in the clock the truths for which it 
stands — order, punctuality, neatness and obedience may be 
instilled. 

Rhythm is a law of the universe : day and night, light and 
dark, summer and winter, come and go in rhythmic swing. 
Indeed the whole solar system moves rhythmically, and there 
is a "remote kinship," Froebel says, "between the rhythraic 
swing of the pendulum (w^hich has given us the clew to so 
many mathematical and mechanical truths) and the soul's 
activity." Children are rhythmic creatures, because they 
move more closely in tune with Nature's rhythm. They quickly 
feel it and respond to it, in song and motion. They love to 
imitate the rhythmic ticking of the clock and the measured 
swing of the pendulum. 

Every child must learn to feel respect for a power outside 
himself. The clock embodies this power, but it 

LOFC. 99 



"Is not a Master hard 
Ruling with iron hand, 
It is a happy household sprite 
Helping all things to move aright 
With gentle guiding wand." 

Since the clock says it is "time to do this or that" the 
child's wish to do otherwise should not be granted. Obeying 
the "Tick-Tack" will lead him to become orderly, obedient 
and self -controlled, and these habits will be great blessings to 
him in after-life. "Procrastination is the thief of time," so 
teach him to 

Do It Now! 

Are you going to do a kindly deed "some time?" 
Do it now! 
Lest the wish may fade away 
In the playtime of today ! 
Do it now! 

Is there something hard that you've been asked to do? 

Do it now! 
Never let the time slip by, 
'Twill be easy if you try ; 

Do it now! 

Is there something that 'twould be "such fun to do?" 
Do it now! 
Happy plays will make you grow, 
Childhood's gone before you know! 
Do it now! 



100 



TICK-TACK 

Morning Talks 

The entrance of the New Year demands comment. This 
leads to the subject of time as it is told by the clock. We have 
no right to waste time or misuse it. Listen! What is the 
clock saying? "Tick-Tack." Notice the pendulum. How^ 
does it swing? Illustrate with right arm, then left, then with 
both. What does the clock tell us? The time to go to bed, 
get up, dress, eat, come to school, work, play, and go home 
again, and the time for father and mother to do their work, too. 
Emphasize obedience, punctuality, order, and the necessity 
for coming to school on time (as was also done at the beginning 
of September). Speak of the different ways of telling time 
in the past : shadow of a stick, sun-dial, hour-glass, etc. Let 
the children see that the program follows the clock's direction — 
''time to sing, read," etc. What could we do without the 
clock ! 

Songs 

''Tick-Tack"— M^'55 Blow's Book, pg. 174. 

"Tick-Tack" — Merry Songs and Games — Clara Beeson 
Hubbard, pg. 20. 

"Tick-Tack"— Small Songs for Small Singers— 11^ H. 
Neidlinger, pg. 54. 

"Tick-Tack Fairy" — given here. 

Stories 

"The Fairies' New Year Gift"— In the Child's World. 

"What the Clock told Dolly"— In the Child's World. 

"Clocks and No Clocks" — Kindergarten Review, Jan., 1904. 

" Cinderella" — A Kindergarten Story Book — Jane L. Hoxie. 

"Big Brother"— How to Tell Stories. 

"Wishing Wishes" — More Mother Stories. 

"Tom the Water-Bab}^" — Kingsley — Kindergarten Stories 
and Morning Talks. 

"Good Children Street" — Eugene Field. 

101 



The Tick-Tack Fairy. 



E. M. G. 



R. W. G. 



A — ^ — \ — ^- 



i^=zi=iziz==p:^^=z^vzz^^=:|vir:^z==izizz 



^=i 



1, There is a lit - tie fair - y Lives with me ev - 'ry day, And 

2. When with her hands she shows the hour That something I must do, I 



^S 



9^i^ 



fcS: 



?: 



-m—V-- 



•-1— 



:t=t=t 



-J^==t 






1^^=f^ 



vi*- 



m 



tells me all I ought to do At work, at rest, at play! 
seem to hear her say to me,"Dear child, be good and true !" 



=F--=F 









til 



■fcil: 



:#i:?: 



^=± 



r 



::1: 



1 ^ 






N-H— j: 

-«- 

-H- 



d: 



:i 



•- 
I — ^_ 



::=t 



:± 



r 



r 



"Tick ! tack ! tick ! tack !" Hear the fair-y say - ing,"Tick ! tack ! tick ! tack i 



9^ 



d: 



1^: 



d: 



4 



d: 



■=i- 



— ^- 



:i 



N — I — ^^ — m ^ — 1^^ — •- 



-i 



8 

Time for work and play-ing ! Tick ! tack ! tick ! tack!" Sings the house-hold fair - y, 



Tit 



m 



M 

S 



t=fi 



^F=F 



I — I- 

P- 



d: 



-« \- 



d: 



d: 



/T\ 



H^^niigiis^^ill 



"If you do just as I say, You'll be al - ways mer - ry !" 



9* 



d: 



* U 



d: 



Reprinted from the Kindergarten Review. 



\1/ 



TICK-TACK 
Games and Recreations 

The Little New Year 

"Old Year" slowly walks out of the room, leaning on a 
cane. On his back is a card, on which is printed the year just 
past. ''Good-bye, 19 — ," call the children, as he turns to 
wave good-bye. As he shuts the door there conies a knock. 
A child goes to open it and says, 

"Knocking, knocking, so merry and free. 
Who can it be who's come to see me!" 

Enter the little " New Year" with a string of bells around 
her neck, singing, 

" Oh, I am the little New Year, oh ho!" 

(Songs and Games, pg. 55.) 

As she sings " Each one from me a treasure may win," she 
distributes tiny calendar pads (or paper bearing the new year's 
date) to the children. (This game is reprinted by the kind 
permission of "Primary Plans.") 

Rhythmic Games 

The Pendulum 

The rhythmic motion of the pendulum is represented by 
swinging the arms backward on accented beat, then forward. 
The arm may also be moved in front of the body, from side to 
side. Good exercise in balance is gained by rhythmically 
swinging one foot. 

The Tick-Tack Fairy 

Point towards the clock (first verse). Through the chorus 
use the pendulum motion as above. On the words, "When 
with her hands," make a right angle with pointer and thumb 

103 



(right hand for morning and left hand for afternoon). At " I 
seem to hear her say to me" give, admonitory shake of fore- 
finger. Repeat chorus if desired. 

Clocks and Watches 

Hall-Clocks. Let children stand in their chairs (faces to 
the front) and swing their arms, slowly, to and fro. 

Clocks-on-the-shelf. Stand on the floor, and swing the 
arms a little faster. 

Watches. Sit in the seats, and move one hand with in- 
creased speed. 

"Tick-Tack," in Small Songs for Small Singers, pg. 54, 
gives these activities. 

The Dial 
Notice the hands of the clock and count the numbers. 
Which hand tells the hours? Call twelve children to represent 
"one o'clock," "two o'clock," etc., and give each a card 
bearing his number. When the circle is complete the right 
numbers should be opposite — twelve and six, three and nine, 
etc. One standing in the centre, with arms outstretched, 
represents the "hands." The time for "going to school" is 
indicated when the arms form a right angle, one pointing to 
nine, the other to twelve; for "going home at noon," when 
both arms point to twelve, etc. These definite hours to which 
the "fairy" points, will soon be learned by the children. This 
will teach them to read time while learning to make the right 
use of it. 

See-Saw 
A child with arms stretched sideways at the level of the 
shoulders represents the see-saw. Two others take hold, one 
on each end of the see-saw. Each alternately bends and 
stretches the knees as one is now "high," then "low," but the 
body of the see-saw is stationary. (See Gymnastic Pla^^s — 
Fanny L. Johnson.) Use "See-saw" — Gaynor, No. 1, pg. 97. 

Review "Housekeeping Week" — for orderly, systematic 
arrangement of work. 

104 



Occupations 

Cut circles from white paper. On one side paste gilt or 
silver paper. On the other mark the figures of the dial "by 
opposites" — to insure symmetry. Tie yellow strings through 
these "watches" and let the proud possessors wear them. 



105 



-n 



January 
Second Week 

NATURAL PHENOMENA 
I. Ice and Snow 

Transformation 

Nothing in Nature is wasted, for everything is in a process 
of transformation. Sohds decompose, and change into gases 
and minerals. Gases combine to form liquids and solids. 
Liquids become vapor, condense again into liquids and still 
further into solids. The cycle of transformation is thus 
completed. 

Many forces, unseen save in their effects, are at work, 
making the new old, and the old new. Time makes daily 
changes in Nature and chemical processes are continually 
taking place in our bodies. 

Life is the vital power which changes inanimate matter, 
and marks its growth by casting aside that which is useless. 
The buried coal forest holds many secrets ! 

We see the wonderful transformation of Nature that takes 
place in the seasons in the influence of heat and cold on vege- 
tation. We trace the journey of the rain from earth to air, 
and back to earth where it is assimilated by all life. 

Activity is the law of life by which transformation takes 
place. Man must be active, in thought, deed and emotion, 
and change the world by the power of his imagination and 
will. He thus becomes part of the great vital Force that is 
working throughout all Nature — changing, renewing, creating. 



107 



NATURAL PHENOMENA 
Ice and Snow 

Morning Talks 

Where does the snow come from? From the clouds. How 
does it reach the clouds ? It had a long journey. It was once 
in the lakes, ponds, rivers and oceans. The sun shone down 
so brightly that it changed some of the water into vapor, 
fog and mist, and drew it into the sky, where it formed clouds. 
Then the air grew cold, so that the tiny drops of mist huddled 
together, making drops of rain, which came pattering down 
to the earth! It grew still colder, until finally these drops 
w^ere changed to sleet; then to beautiful snowfiakes that 
floated softly down! 

Catch snowfiakes on black cloth to show the crystals. 
Draw diagrams to show the hexagonal form. Speak of the 
six "ice needles" that make a "snow star." There are many 
dift'erent beautiful forms! Cut and mount simple snow star 
patterns. (See Primary Plans, Feb., 1906.) 

Winter Songs 
"Snowfiakes" — Gaynor, No. 1, pg. 71. 
"Little Jack Frost" — Songs and Games, pg. 50. 
"Jack Frost" — Gaynor, No. 1, pg. 68. 
"Earth's Winter Dress" — Song Stories, pg. 31. 
"Falling Snow" — Holiday Songs, pg. 79. 
"Frost Pictures" — Song Echoes, pg. 58. 

Stories 
" What Broke the China Pitcher "—For the Children's Hour. 

"Frost Fairies and the Water Drops" — Half a Hundred 
Stories. 

"Silver Cap, King of the Ice Fairies" — In the Child's 
World. 

"The Snowfiakes" — Kindergarten Talks. 

108 



*' Story of Agoonack" — Seven Little Sisters — Jane Andrews. 

"The Snow Baby" — Josephine Peary. 

"Little Folks in Far Away Lands" — Primary Education, 
Jan. and Feb., 1904. 

"Little Hero of Haarlem"— In the Child's Worid. 

"The Eskimo "—Winter— All the Year Round Series. 

"Greenland" and "Lapland" — Big People and Little 
People of Other Lands. 

"The Snow Fairies" — Stevenson. 

Winter Games 
Snowhalling 

Good arm exercise is gained through the popular snowball 
throwing — first with right arm, then with left. Instill the 
thought of being "careful not to hurt anyone." 

Snow Forts 

Two rows of children, some distance apart, kneel, facing 
each other. These form "fortifications" for the combating 
sides. Under protection of these "forts" the battle is good- 
naturedly waged, until "time" is called. A battle at close 
range can be had by letting the children kneel at the seats, 
and every two row^s play together. 

Snow Man 

A snow man is chosen. A number of children "pile up 
the snow," from his feet to his head, and indicate his features. 
The rest "throw snowballs" until he finally relaxes and falls. 
The "sun" then shines (all encircle arms) which makes the 
snow "melt and run away" (child softly runs to seat). 

Skating 

Caps, coats and mittens are donned and all are ready to 
go for the fun. The skates are securely fastened on. The 
children slide rhythmically around the room. Two rows may 

109 



cross hands and skate together. Use the "Skating Song" — 
Timely Songs and Games for the Kindergarten — C. S. Reed, 
pg. 32. 

Sleighing Party 

The children form in twos at their places. The first 
extends his arms backward to the second, which represents 
''horse and sleigh." One team is harnessed with real sleigh 
bells and driven about the room, while the rest " run in place." 
After the sleighing party, the drivers "feed their horses," 
take off their own coats and caps and "warm their hands at 
the fire." 

Gymnastic Plays 

"Si^ow Play" and "Jack Frost" — Gymnastic Stories and 
Plays, 



110 



January 
Third Week 



11. THE MOON AND STARS 



God's Glory 

The group of Light Plays marks an important step in the 
child's development. He is coming into an "ever-increasing 
consciousness of self, and an ever deepening sense of social 
relationship." The steps have been gradual. 

By separation from home and return to it, he came to 
know himself as a separate being, yet a part of the family 
unity. By entering into the activities of the carpenter, farmer 
and baker, and by learning of the lives of historic men he 
became a social being, and saw his relationship to the indus- 
trial world. Py sympathy with Nature and seeing the inter- 
dependence of Man and Nature in life he was led to gratitude 
to God — the Creator of all. 

Now he looks above him and wonders at the splendor of 
the heavens ! Is he not ready to see God's glory revealed there 
as well as here on the earth? He cannot receive the whole 
truth, as astronomy gives it; but shall we weight him down 
with false explanations? ''Truth is harmful never, error is 
harmful always — even though it sometimes leads to truth." 
Miss Blow groups the Light Plays and characterizes them thus : 

First — " Light in body" — Moon and Stars. 
Second — "Light reflected" — Light Bird. 
Third — "Light intercepted" — Shadow Plays. 
Fourth — "Light transmitted" — Window Plays. 

From the first division we take the "Boy and the Moon" 
as the basis of our thought. 

Seeing a ladder against the wall the boy imagines that he 
could reach the moon if he climbed high enough, for hitherto 
he has been able to grasp the objects that he desires. He 
realizes, however, that the moon is not near enough for this, 
but thinks that the ladder could help him reach it. If this 

111 



should prove vain he still thinks that a number of ladders 
would be sufficient ! 

The moon, a light body, stands to us for the Ideal which 
is also bright and far above us. We long to grasp its light 
and make it our own, for it seems near. We therefore climb 
towards it, only to find that it eludes our grasp. It shines out 
from our darkness, and appears to change according as our 
relation to it casts a shadow over its perfect form. Would it 
be truly an ideal if we could reach it? 

The child feels not the distance from the heavenly light. 

" O may no barrier ever rise 

To make him with the years less wise 

Or dim his longing sight!" 



"Translate it rather, that it seem 
In years to come no childish dream 
To be at one with all!" 

(See Wordsworth's *'Ode to Immortality" and Tennyson's 
"Gleam.") 

Morning Talks 

These talks, if possible, should come when the children 
can observe for themselves the phases of the moon. Stars 
probably can be seen at any time, and from reference to these, 
questions concerning the moon and its phases may be asked. 
(Show the Mother Play picture.) What do you think the 
little boy wants to do? Climb the ladder. What could he 
see if he did? The castle, moon, etc. If he did climb, could 
he reach the castle? Perhaps so. Could he reach the moon? 
No, not even if he had a hundred ladders! (Increase number.) 
The moon, however, sends its light way down to the earth, 
and everyone loves to see it. If we could reach the moon 
we could not hold it, for it is a great ball, like our earth. 
Talk about the phases of the moon. In the second grade 
dwell more on scientific details. Speak of star pictures 
that are seen in the sky, and tell simple legends of the big and 

112 



little "dippers," of the North Star that guides the sailors, 
and of Orion as a "large and mighty hunter." These are 
intensely interesting to little people. Mention artificial lights 
that help us by shining (street lights, lamps, candles, etc.). 
Emphasize the fact that we need light. 

Songs 
"Lady Moon"— iW^^ Blow's Book, pg. 218. 
"The New Moon" — Songs and Games, pg. 73. 
"Moon Phases" — Gaynor, No. 2, pg. 7. ', 

"Twinkle Little Star" — Songs and Games, pg. 76. 
"Moon Song" — Song Stories, pg. 54. 
"The Lamplighter" — Song Stories, pg. 63. 
"The Electric Light "—G^aynor, No. 2, pg. 76. 
"Slumber Boat" — Jessie L. Gaynor. 

Stories 
" Legend of the Dipper" — For the Children's Hour. 
' * The Stars ' '—Golden Windows. 
" Little Daylight" — How to Tell Stories. 
"Ludwig and Marleen" — A Kindergarten Story Book. 
"Dora and the Lighthouse" — Boston Collection. 
" Linda and the Light"— In the Child's World. 
"Peep Star! Star Peep!" — Kindergarten Talks — Wiltse. 
" Bed in Summer" — Stevenson. 



113 



MOON AND STARS 

Games and Recreations 

Finger Play 

The Changing Moon 

The baby crescent goes to rest 
When golden sun sinks in the west. 
But, as each day she larger grows, 
An hour later then she goes. 

At last, when sunset's left the skies, 
Within the east she then will rise. 
Her face is round, her smile is bright. 
She travels 'cross the sky all night. 

But see! she's growing old so fast 
Her light is dim: until at last. 
If wakened early you should be, 
A crescent this w^ay you would see. 

The stars are soon alone on high. 
Though if you watch, then bye and bya 
At sunset hour, against the blue 
You'll see the baby crescent new. 

The new moon is represented by the arc formed between 
thumb and finger of the right hand, and the waning crescent 
by that of the left. Indicate the growth from crescent to half 
(forefinger of left hand connecting the points of the crescent). 
Then the circle of the full moon, and back in like manner to 
old crescent (thumb and finger of left hand). *'The stars are 
left alone." (Indicate twinkling motion with fingers of both 
hands.) "At Sunset Hour," (indicate the west) comes the 
"baby crescent" (right hand). 

" Occupation 
On crosses indicating the seven stars of the dipper, (four 
in the dipper and three in the curved handle) let the children 
paste gilt stars. Other star pictures can be made in this way. 
Moonlight effects can be secured by pasting silhouettes of 
buildings on light gray paper (for sky, earth and water). 
Cut out a white circle for the moon. Reflection of the light in 
the water can be shown by irregular chalk lines in the fore- 
ground. 

114 



January 
Fourth Week 

DOMESTIC ANIMALS 

Friendship 

"Companionship is the one thing in the world which is 
essential to happiness," says Henry Van Dyke. "The human 
heart needs fellowship." 

This need is met in childhood by the household pets, upon 
which love is lavished, and w^hose companionship responds to 
the child's affection. The faithfulness of the dog has often 
been proven, and he can truly be called "man's friend." 
What more can man do than to risk his life for his friend? 
In like manner dogs have often proved their faithfulness and 
devotion. 

The horse, too, is faithful, for he carries man's burdens. 
Human friends, also, bear one anothers' burdens. 

Friendship manifests itself in the caress, which is the out- 
ward sign of love. We extend a sympathetic touch to our 
pets. Does not the cat's contented purr, as he lies curled up 
in our lap, respond to the caress? 

Friendship speaks in the tones of the voice. Is not the 
canary's song one of joy in human company? 

The man who has nothing to love, no life that responds to 
his own, will fall into the depths of degradation. Companion- 
ship he must have. If that be evil what will inevitably be 
his destiny? The comradeship of a dog has been the means of 
changing a brutal nature, and the life of a prison flower has 
lifted the darkened soul to its Creator. (" Picciola" — Kinder- 
garten Stor}^ Book.) 

Truly, friendship, deepening into love, is the source of the 
noblest thoughts, feelings and deeds of which man is capable ! 
It lifts him out of his petty self and broadens his vision, until 
it includes all humanity! As Stevenson beautifully says, "So 
long as w^e love we serve ; so long as we are loved by others I 
would almost say that we are indispensable; and no man is 
useless while he has a friend." 

115 



DOMESTIC ANIMALS 

Morning Talks 

Where are all the animals during the winter? Those that 
are wild are in snug winter quarters. (Enumerate.) Those 
that are tame are in our homes. 

Has anyone an animal for a pet? Dwell upon the child's 
love for his cat, dog, bird, etc., and how he cares for them. 
What does the pet do to show he loves you? The dog runs to 
meet you and likes to play. The cat rubs against you and 
wants to be stroked. The bird sings. Speak of the characteris- 
tics of each pet mentioned. How could you tell a dog from a 
cat if you felt it in the dark? (Speak of the cat's soft fur and 
the dog's shaggy coat.) If you could hear but not see them? 
(Characteristic sounds.) How would you know your own pet 
if you were to lose it and were trying to find it? (Observation 
of distinguishing marks.) How glad we are to have pets to 
play with ! If we are kind to them they will like to be with us 
and will be our friends. 

What does the horse do to help us ? How many heavy loads 
he draws every day, and carries us from place to place ! What 
other animal friends have we? What do they do to help us? 

Show pictures of domestic animals including pictures of 
the St. Bernard dog's devotion. (''Saved" by Landseer.) 
Make special study of at least one animal. 

Songs 
"Foreign Tongues" — Gaynor, No. 2, pg. 35. 

"The Kitten and the Bow- Wow" — Small Songs for Small 
Singers — W. H. Neidlinger, pg. 91. 

"The Little Pony"— Song Echoes, pg. 120. 

Stories 
"Hans and His Dog"— More Mother Stories. 
"Bell of Atri ' '—Longfellow. 
"Dumpy the Pony" — More Mother Stories. 

116 



"Pegasus"— In the Child's World. 

"Three Little Pigs"— How to Tell Stories. 

"Go-Sleep Stor>^"— Child's World. 

"Bruno" — Stories of Brave Dogs — M. H. Carter. 



117 



DOMESTIC ANIMALS 

Games and Recreations 
Finger Play 
Mrs. Pussy's Dinner — Finger Plays, pg. 57. 

Games 
Ponies 

Let a row at a time run, with accent on one foot more than 
the other, to represent frisky ponies taking their masters out 
for a ride. Give the ponies sugar, hay, or oats on their return 
to the "barn." 

Horseback Riding 

"Mount" the horse by giving a hght hop and placing the 
left foot slightly forward. "Grasp the reins" in both hands, 
and do away with the whip suggestion. On the first accented 
beat, sway forward, bend left knee without lifting right foot 
from the floor, and then backward. On the next accented 
beat sway forward, etc. An excellent song for this rhythm is 
given in the Kindergarten Review, June, 1903. 



118 



FEBRUARY 




February 
First Week 



THE KNIGHTS 

Self -Control and Obedience 

The knights shine out from the Dark Ages as the embodi- 
ment of ideal manhood. Heroes of our own day have defects 
which are quickly seen, therefore they do not embody the 
ideal we would set before the child. Time, however, has 
effaced the defects in distant heroes. These qualities of perfect 
manhood are embodied in the Mediaeval knights. The child 
who is naturally a hero-worshipper will aspire to be like those 
heroes who love a "good child." 

Starting with the ideal qualities of manhood and coming 
down to everyday heroes will help the child to see the best in 
everyone. Whereas, if we start with those near him, whose 
defects are seen, the ideal is marred. The knight, in his bright 
armor and waving plume is attractive in appearance, as he 
sits erect on his spirited horse. He rides through the country, 
meets dangers, protects the weak, and is brave, kind, good, 
truthful, and loyal to his king. The child is stirred to emula- 
tion. He, too, would be a knight! 

In the first play the knights are delighted to find a child 
good enough to be a knight, but they leave him with his 
mother. 

In the second, they return, and are greeted by the mother, 
who grieves because her boy has been naughty. The knights 
then ride sorrowfully away. 

In the third the child is repentant. As the knights go 
riding by, the mother stops them, for now her boy is good and 
can go with them. 

There has been a division of opinion over the fourth. The 
original represents the mother as loving her good child so much 
that she cannot spare him to the knights. This is intended to 
strengthen the bond between mother and child, by appealing 
to his desire to be good, because his mother loves goodness in 
him, and wishes him near her. 

121 



The modification of this would allow the child the pleasure 
of the ride because he is repentant. The mother, however, 
wants him "back again at evening," for she can only spare 
him to the knights for a little :duhile. This modification shows 
a more unselfish mother-love, and fosters a desire in the child 
to be good, because his mother does love the good in him. It 
also makes him " conscious of the peculiar tie between his own 
heart and that of his mother." 

Desire for approval is strong in human nature. As soon as 
the child begins to take notice of that which is said about him, 
he is seeking a standard of merit by which to compare himself 
with the world outside. Praise, therefore, should be given the 
child only for true merit. We must "discriminate between his 
visible actions and their inner grounds or motives;" between 
that "ideal self" which he sees, and his "actual self" which 
is striving toward that ideal. He learns to know goodness by 
the attitude of others towards his own actions, and b}^ seeing 
that which is universally approved of in others. 

"The mounted knight expresses free self-determination 
and free mastery of the will. Through the control of his steed 
he also presents symbolically the mastery of the rude powers 
of Nature. 

"With these songs of the knights we rise to a new and 
higher plane of development. What has hitherto been done 
to fashion the will and build the character has been incidental 
— as it were, a thing aside. What is now to be done must be 
with clear intention and deliberate aim." This represents the 
moral stage, for the child must be taught to discriminate 
between good and evil. 

"Self-control" and "obedience" are two principles in 
education for which the primary grades should stand. The 
knights give the child an attractive embodiment of these 
virtues. 



122 



THE KNIGHTS 

Morning Talks 
Knights and Good Child 

Show pictures of ''Good King Arthur," of "Sir Galahad" 
and the *' Crusaders." Use the " Knights of the Round Table " 
as the basis of description of knightly valor and virtue. Tell 
how the boy had to care for the knight's horse, and also to 
learn to be kind, truthful and obedient. When he grew older, 
he too, could be a knight, serve his king, and help the people. 
It was not easy to be a knight, for he must be brave, endure 
many hardships, and be ready at all times to serve his 
country. 

The king wanted five of his knights to find a boy who was 
good enough to become a knight ; so they rode over the coun- 
try, and finally came to a castle where they found a mother 
with her good child. (Show Mother Play picture. ) The knights 
were delighted, and wanted to take him away with them. 
The mother, however, loved her child so much that she could 
only spare him for a short time. (The spirit of the first and 
third Mother Plays and the second version of the fourth are 
combined in the "Knights and Good Child" here given.) 

Knights and Sad Mother 
When the knights returned next day, they found the 
mother sad because her boy had not been good ! (Enumerate 
childish faults.) The knights were sad, too, and started to go 
slowly away. The child was sorry that he had been naughty, 
for he wanted to be a knight, too. He did not tease to go 
with the knights, but thought if he tried very hard to be good 
they might come back for him! The knights told him that 
he must first learn to be good in his own home, that he must 
be his " Mother's Knight" and help her by everything he said 
and did. When he grew to be a man he could then go to serve 
the king. (The Second Mother Play and first version of the 
fourth are combined in the "Knights and Sad Mother" here 
given.) 

123 



The knights may use the American flag — to which they 
must be loyal — or three banners, one red, one white, and one 
blue. Have special lesson on the flag, and teach the meaning 
of the colors. Red says, *'Be Brave," white says, "Be Pure," 
and blue says, "Be True!" (These words can be written on 
the banners.) Speak of the first flag and its maker, Betsy Ross. 
Have bows of ribbon to be worn, during the day, by children 
showing knightly qualities. The mastery of hard lessons is 
worthy of comment as a knightly virtue. 

Songs 

"The Knights''— Aliss Blow's Book, pgs. 250-255. 

"The Knights" — Gaynor, No. 1, pgs. 35-37. 

"Five Riders and Good Child" — Songs for Little People, 
Part 1, pg. 72. 

"Knights and Good Child" — Given here. 

".Knights and Sad Mother" — Given here. 

Stories 

"Search for a Good Child "—Mother Stories— Ma wo? 
Lindsay. 

" How Cedric Became a Knight" — In Story Land. 

' ' David and Goliath ' '—Bible. 

"The White Dove"— More Mother Stories— Lindsay. 

"King Arthur" — Kindergarten Review, Feb., 1900. 

"King Arthur and His Knights "—Maw J L. Radford. 



124 



Part I. — The Knights and Good Child. 



E. M. G. 



R. W. G. 



=S=: 



^ • 






-^ — i^ 






-^-Jr 



-^H- 
-+•-•- 



-^~^- 



-« N- 



-zfj ifS-- 



9i||E|^^=^^=p^^ 



-#— =1— 5q_ZpL_?:;_51_ 



=J— =1— ^- 



i: 



■=i— =1- 






I 



-^^=^2 



-^H- 



JT* 






zr:^=zi«: 



■!• 



I-^- 



tj=:d: 



:1--Mz:= 






"I. I hear the tramp of horse's hoofs And bu - gle sound-ing 
is a band of no-ble knights So brave and good and 



9^ 






=]: 



-•^ 



-I h 



:&=^: 



tp: 



=&=1: 



i--i=3 






N- 



pd- 



-H « 1 — 



r=5=r 



-I — ^^J- 



I=tg5 



:^: 



1T#- 



gay. . Who can it be, Oh, moth-er dear, Who comes a-long our 
kind, . Who ride a-cross thecoun-try far, A boy who's good to 






W^-^ 



^P- 



-V — t 



E^: 



_5:5__ 



repeat. 






:1=:^;: 



way?" "It is there here a boy who's good to ride with us to - 
find?" 2. "Oh 



-i-»~ 






^— • 






Z'^^. 



ff=* 



^^— =5 — ^ 



With expression. 



ft\ 



In time and brightly^ 












« i-L-gi i_^^__i/_:3 



day?. . Your boy is good? Then he may go,We'll gal - lop f ar a 



.^PE^^ 






-^— I- 



-i ^- 



:p 



t:d 




:=l^ 



:t 



-•-o r*** 



t«=rt:^=:t 



O. 



— (- 



-P — \ 1- 



r=i=i 



1: 



-pt~\ 



"Please do not take himver - y far, and 



tE^4 



N 1 N J. 

1=:^— Tft 



-li-rii- 



-H-^l-#- 



i-rtf: 



-•--! 




r*: 



-^d 



A — ^- 



-^ 



rrq 






::i= 



«— 



H — ^ — H-*! — ii — " — h« — « — •- 



bring him back at night, 



F 



T=X=^ 



I can-not spare him long to youj He 



/'T\ 



irn 



-^ — 0- 



8=i= 



JlZ 



•— ^ 



V- 






//:^ 



Fine. 



-i— =^-^— n-- 



• ^ ^ f r F |> 



l^ I 






i 



is my heart's de-light." 



liiE 



::tt: 



at 



i 






^^ z/ retreating. 



p- 



nt=-^:: 



1 



Z'^^. -25^" 



Part 11. — Knights and Sad Mother. 



E. M. G. 
Knights enter 



R. W. G. 

AND HALT. 



'«fi=;^=5^,-i:j-^ 




"What 



without pedal. • 






slower., witJi tmich expressio7i 






/';^ 









:d: 



A=1: 



-H — 



t?- 



-H— (-^ 






-H— «,— •— i^- 
-^ i 1 1- 



makes you, la - dy, look so sad?""My boy has not been good! He 
we must seek an - oth- er child Who loves to do the right; A 



<^ 



m^i^^ 



-+ 



^- 



:^F 



^-^^"^ 




^=!US^ 



M 



— ^ 



-^ — V- 



has not told the truth, Sir Knights. Nor done the tasks he should !" "Then 
naugh-ty boy can't ride with us. He is not like a knight!" "Oh, 



9i§FJ^- 



:f=t:: 



•« 

^-^ 



-Jr 



1 1 1 h- 



-•^ 






-I 1 Y—J- 




I i 

moth-er, thej' are go - ing now, A knight I'd like to be! 



Per. 



m 



-^ 



i^^EE?^; 



^- 



-r^- — ! 1 rr-i 



-L^-_ 






A-E^EEi 



:=]: 



-4 



' ^¥=^ 



=i— i 



B=i 



.—- A— 4- 






haps if I 



ira 

-•- 



ver - y good, Thej^ may come back for 






^_itr: ^-=:: 



:t-t 



AND HALT. 






me ! 



! " 



9* 



*'If kind and truth- ful you will be, A 



=t:=t=pt: 



^ffi*— I i 1 1 hU- 



Knights turn 



-^ ^— -! 



:d: 



^ — t^ — H — i^ — I 



tt: 



5»3^ 



\ — ^^:: — K, 



-A-=i— ^- 



cresce7ido. 



-A ^^ — d— 



.^ ^^ ft 

■li— 



V 



knight with-in your home, . Then when you grow to be a man, With 



'^^%Tr-z 1 1 1 m—\ i 1- 1 • 1 h* \ ^— H 



voice does not hold. 



Fine 




us you far may roam !" 



iii^^^* 



as if retreating. 



-^* Ped. 



THE KNIGHTS 

Games and Recreations 
Knights and Good Child 

Five (or any number) who have been helpful children are 
chosen to be the knights. The rest are ''mothers" with their 
"good children." 

During the first four lines the sound of horses' hoofs is 
heard, (light stamping of feet) and "bugle call" (a real horn 
blown). The knights then enter in orderly line and gallop 
around the room. As they reach the front they stop and sing, 
" Oh, where is there a child that's good?" As the mothers hold 
out their "good children" each knight selects a child. The 
mothers then sing, "Oh, do not take him far." The knights 
gallop down the aisles, around the room, return the children, 
and gallop to their "castles." 

Knights and Sad AI other 

The knights enter as before, but the mothers are sad, and 
have their heads in their hands. Use the whole dialogue in 
the second song, or in the first song substitute the following : — 

" Oh, where is there a child that's good 
To go with us today?" 

(Mothers shake their heads sadly.) 

"Your child's not good? He cannot go; 
We're A^er}^ sad to say!" 

Whereupon with bowed heads the}^ ride slowly away. " We 
hope that the boy will be good tomorrow, so that he can go!" 
The act of repentance should be recognized by letting the 
knights return, Avithout singing the song, and take the child 
for a ride. 

The mother, however, cannot spare him long, for she too, 
loves a "good child!" 

129 



Occupation 

Cut silhouettes of the mounted knight, horse, helmet, 
flag, mother, and child, and also make illustrative drawings. 
The castle may be made with pegs and sticks, also ''things 
seen by the knights" while searching for the good child. 
Build castle, and mount patterns of knights on the sand table. 



130 



February 
Second Week 

ABRAHAM LINCOLN 

Thoughtfulness for Others 

History writes itself in the lives of individuals. Lincoln 
is a hero, in whose life is written many pages of wonderful and 
interesting history. Bom in poverty, working hard through 
his boyhood, using every spare moment to study, he thus 
became deeply interested in the cause of humanity, and lived 
a life that stands for the principle of Freedom. 

The knights are types of freedom and self-control — as they 
make their spirited horses obey their will. Lincoln was truly 
an American knight, since, fearlessly guiding and controlling 
a turbulent nation, he accomplished that for which he strove. 
The knights were obedient to a higher power — their king, so 
Lincoln also served the " Highest Power." 

Through his entire life, with unselfishness and thoughtful- 
ness for others, his time was devoted to the burning questions 
of the day. His heart swelled with a kindly and benignant 
feeling, which enabled him to be ready at all times to listen 
and to help those who needed the aid of his great strength. 
His life was simple, earnest and sincere, so devoted to others, 
including his ''brothers of the black race" that there was but 
one thing more he could do for his country, and that was to 
die for it ! 

The child's expression of thoughtfulness for others comes 
espcially on St. Valentine's Day. It is not, however, the value 
of the tokens themselves, but the love behind them that we 
wish to emphasize. Love is 

The Best Valentine 

The very best kind 

Of valentine gay 
Is not made of gilt, 

Oh, not in this way: — 

131 



} With hearts and with flow'rs 

And love verses sweet, 
That's left at the door 

With swift, little feet. 

The best is a heart 

That's happy with song; 
Two dear little hands 

That help all day long. 

And two rosy lips 

That speak what is true, 
For this conies each day. 

/ want one, don't you? 

Morning Talks 

A long time ago, in a small town in Kentucky, lived the 
little boy Lincoln. His father and mother were poor and he 
had but few toys and books. His mother taught him, as there 
was no school for him to attend. She told him stories and kept 
before him ideals which made a lasting impression on his life. 
For this he always showed his gratitude to her. 

On account of his father's poverty he had to work hard 
during the day, but when night came he would read over and 
over every book he could get. There were few in his own home, 
but these he studied hard, so that later, when able to borrow 
from others, he could understand these, too. Many times he 
would lean close to the blazing logs of the fireplace, when there 
was no other light in the room, and read about things that 
helped him to know the world and the people in it. He had 
to walk long distances when he was able to go to school — which 
was only for a few weeks at a time. Nothing, however, stopped 
him in his search for knowledge and truth. Therefore, when 
the nation needed a strong, brave, true man to guide it, Lincoln 
was chosen to be the President. 

St. Valentine 

Give a short sketch of his life, emphasizing the facts that 
he visited his friends, especially the poor and ill, and carried 

132 



flowers, food and clothing. When too old and feeble to go 
to them any longer, he sent messages that bore his thought and 
love. After his death, tokens of love and friendship were 
sent back and forth on his birthday. These were named 
** valentines" in honor of him. Since they are expressions of 
love, there is no place on this day for comic or unseemly 
missives. Emphasize this strongly. 

The postman comes into the life of the child more especially 
on Valentine's Day, as he brings tokens of love and thought- 
fulness. He is therefore the connecting link between the 
mysterious sender and the happy receiver. The seen and the 
unseen unite in the thought thus expressed. 

Songs 
"America." 

"Star Spangled Banner." 

" Marching through Georgia." 

"Way Down Upon the Suwannee River." 

Stories 
'Lincoln" — February Plan Book. 
'Story of St. Valentine" — February Plan Book. 
' Line of Golden Light"— In Story Land. 
'Jerry the Postman" — Kindergarten Review, Feb., 1907. 
'Lion and the Mouse" — Boston Collection. 
'Diamonds and Toads" — Boston Collection. 
'Ant and the Dove" — Boston Collection. 
' Bunch of Keys" — Boston Collection. 



133 



LINCOLN 

Games and Recreations 

The Postman 

Valentines may be distributed by several ''postmen" who 
carry bags of leather, and knock at each **door" to deliver 
the valentines. Use the song in Holiday Book, pg. 8. 

Carrier Doves 

Several children, with white paper wings, represent doves 
that distribute the valentines. Use "Little Dove, you are 
Welcome" — Songs and Games, pg. 103. 

The Letter-Box 

Let the children write letters (without suggestion) during 
the writing period and post them in a "letter-box" (ordinary 
box with slit and " U. S." printed on it). The postman comes 
to unlock the box, and carries the mail to the "Post-Office." 
The teacher can be the " postmaster" and " stamp " the letters. 
A "mail train," represented by a line of children holding each 
other by the shoulders, carries the bag of letters about the 
room to the receiving office. Here they are taken by the post- 
men who deliver them. If no actual names are written on the 
outside the process of delivery will be shortened. 

Make valentines, for some one at home, and write a loving 
sentiment inside. Continue the Knight Plays. 



134 



February 
Third Week 



GEORGE WASHINGTON 



Good Citizenship 

The state does not come in direct contact with the child, 
except as he sees its officers in the Hfe outside of the home. 
Therefore, being a minor, he is not responsible to it, but he is, 
however, responsible to his parents. When he enters the 
school Hfe, he must learn the lessons of good citizenship, that 
he is one of many, and that there are community interests. 

Since these principles should be instilled early, we thrill 
his imagination with pictures of those who have served their 
countr}^. Setting aside his part in the cruelties of war, the 
soldier stands as a type of bravery and loyalty, in time of 
hardship. The qualities which make the child wish to be a 
soldier are those which belong to good citizenship. Every 
member of the commonwealth — ^from the lowest to the high- 
est — can serve his country. The one who was ''First in war, 
first in peace and first in the hearts of his countrymen" is now 
held before the child's eyes as the ''Father of his Country." 

The story of Washington's youth and manhood, told as 
an attractive narrative, teaches great lessons. His desire for 
the life of a sailor, that was set aside because of his mother's 
sorrow at parting, is a lesson to many a boy filled with a 
desire for change of scenes. 

Washington's life in the woods as a surveyor, made him 
hardy and fearless in emergency. All his early life was a 
splendid preparation for the great responsibilities that were 
to come — as commander-in-chief of the army, and president of 
the young nation. Through suffering, privation and danger, 
despite complaints on every side, against greater and better 
equipped forces, Washington led his army to victory! He had 
saved his country, but he had yet to mould its character, and 
shape its future. This was a still greater service. 

Strong in his convictions of what was right, and faithful to 
them, his example has been a light to succeeding generations. 

135 



He established a firm foundation on which his country has 
built a structure that has gained respect from the whole world ! 
It is not war that will make it strong, but Peace ! Not " might ' ' 
but "right" should be our watchword! 

Theodore Roosevelt, also, is an exponent of these principles 
for he is a firm believer in ''love of country" and "love of 
family." Good citizenship must first be learned in the family — 
the "bulwark of the nation." Progress must come through 
education, that the citizen may be fitted to serve the land 
over which floats the "Star Spangled Banner." 

Morning Talks 

There was another hero who lived long before Lincoln. 
He served his country so faithfully that he has been called the 
"Father of his Country "^ — George Washington! He was 
brave, like Lincoln, but had a better home when he was a bo}^ 
and a much happier childhood. (Show pictures of early home.) 

Tell incidents of childhood, and the story of the cherry 
tree, which especially impresses the value of truth on the 
minds of small children. Don't you want to be like George 
Washington ? 

Relate incidents of boyhood, including his experience with 
his mother's valuable white colt, also his desire to be a sailor, 
which emphasize his love and loyalty to his mother. 

Tell of his experience as a surveyor, including the hard- 
ships and dangers from unfriendly Indians as he carried an 
important message. 

Show picture of Mt. Vernon, and tell of the sacrifice he 
made to leave that beautiful home in order to take command 
of the army stationed in Cambridge ; how untrained were the 
soldiers, and how great was the task to make them useful in 
service; how this was done by such indomitable will that he 
was chosen to be the first president ; how he helped to make our 
laws and gave us our first " stars and stripes" (show Washing- 
ton Coat-of-arms) . 

We love to talk of Washington and to celebrate his birth- 
day, because he loved his country, and was a "good citizen." 

136 



Songs * 

"Washington's Birthday" — Holiday Songs, pg. 11. 

"Song of Washington" — ^Holiday Songs, pg. 10. 

''We are Like Soldier Men" — Songs for Little Children, 
Part I, pg. 68. 

Stories 
"Little George Washington" — Story Hour. 
"Great George Washington" — Story Hour. 



137 



E. M. G. 



Following the Flag. 

MARCH. 



R. W. G. 



« 



N— ^- 



r^-^g^^^ 



t^i 



-H^-f; 



i—i^f^n 



t-- 



F 



^^-»^r 



:^t: 



1 



"Where are you go-ing, Oh sol-diers so brave?""Fol-rwing our ban-ner,Our 
-_ 4t. --- *? it :S: 1?: •?: 



^Si 



^-p 



^-b'-=^ — 1>/ — ^— ^— ^- 



:t: 



^F^ 



:N: 



:±b=5: 



-=1— F-^- 



:i 



r=i= 



i^: 



^— •^ 



^-^- 



J=J^i^^ 



-=^-i^: 



1^ 



1^ 






9#-=r 



coun-try to save." "May we go with you, And res - cue it, too?" 



-=q-F 



m 



t?" — =i-t/ — ^ 






^F 




]F<?// accented 



9# 



" Yes, if you're faith-ful, O - be-dient and true." March-ing! March-ing! 



t 



r#^- 









-=1— 



:f=i: 



-h- 






-'■1- 



:tzf:: 



::1=N: 



and staccato. 



>._^ — i^. 



-^ — h 



iSS-"- 



I • — I — 



-rt 



^^^3E±Et; 



r- 



^=tq 



Hear the bu - gle blowing! March-iDg! March-ing! For-ward brave-ly go-ing. 



9±isM" 



-v-- 



* 



! 



-f^ 1^ N 



H PS j \-9~-9- 



— b^ — ^ • — ^\/ — V 



-h — H- 



3^ 



=]==] 



Faith-ful to our flag are we. To the right we'll loy-al be! March-mg! March-ing! 



9#3: 









-•-•- 



:if=t:=M=zt:z 



iL^^ 



E^^'Ei-pr^-pE 



._i^- 



^f= 



-F=t= 



—\ ^-K- 






-^—^--% 



i^ 



s 



Hear the bugle blowing! March-ing! March-ing! Forward brave-ly go - ing 
-•- •- -^- -•- 

-» m — I — mw 1 » — 



§ife 



t=^: 



i;^ 



GEORGE WASHINGTON 

Martial Games and Recreations 
The Parade 

Two long lines of "spectators" stand facing each other on 
the "street." The soldiers in twos, headed by the color- 
bearer, march toward the city. The spectators sing, "Hark! 
the soldiers brave are coming." The entrance to the city is 
barred by a "gate" (two children) which is "thrown open" 
on the approach of the soldiers, who sing, "Forth we go to 
serve our countr}^" This soldier game will be found in the 
Kindergarten Review, Feb., 1903. 

Following the Flag 
One row, headed by its "captain," marches in front of 
the class who sing, 

"Where are you going 
O, soldiers so brave?" 

The}' reply, 

"We follow our banner 
Our country to save.' ' 

When " permission is given " the next row follows. All sing 
the chorus until the color-bearer leads them back to their 
"homes." Use the well-known " Solider-Boy " game also in 
this way. 

Occupations 

Color and cut the shield and flag, which can be made the 
cover for writing lessons. Illustrate incidents in Washing- 
ton's hfe with pencil, silhouettes, and sticks. Fold soldier caps 
of colored papers. The same form may represent tents (cut 
doors) and be placed on the sand table (add tin soldiers) . Pine 
trees and paper Indians can also be added. 

Build a "village" with blocks. The best flags that the 
children have colored can be pasted on sticks, and inserted in 
the sand to celebrate "Washington's Birthday." 

139 



February 
Fourth Week 

EVERYDAY HEROES 

Devotion to Duty 

The child's imagination has been thrilled by the deeds of 
heroes — knights and statesmen — who served their country. 
Not great men only, are heroes, but ordinary men who spend 
their lives in devotion to duty. Sailors, who brave the storms 
and perils of the sea ; firemen, who rescue the helpless in time 
of danger; policemen, who parade the streets night and day; 
life-savers, who are constantly on the lookout during a storm ; 
engineers, who keep the throttle in their hands, and their eyes 
set on the signals; doctors, who answer calls both day and 
night; these, and indeed all w^ho perform their duty for the 
good of others, are everyday heroes ! 

Heroism in little things even a child can have. "Be 
manly" is the injunction given to the boy who has fallen, and 
is on the point of tears. "Be brave," "be faithful" is con- 
stantly said to the boys and girls who grow up around us. 

Every child should have some duty to call his own, in 
order that in the faithful performance of such daily acts, he 
may become a little hero. Lessons faithfully learned, errands 
gladly done, disagreeable duties promptly discharged, are the 
little things that lead to greater, and may culminate in the 
final act that marks one as a hero among his fellowmen. 

It is the daily acts of brave living that make the hero. 
" It is a blessed secret, this of living by the day. Anyone can 
carry his burden, however heavy, until nightfall. Anyone 
can do his work, however hard, for one day. And this is all 
that life ever really means to us — -just one little day. 

"Do today's duty; fight today's temptations, and do not 
weaken and distract yourself by looking forward to things 
you cannot see, and could not understand if you saw them. 
Short horizons make life easier, and give us one of the blessed 
secrets of a brave, true living." 



141 



EVERYDAY HEROES 

Morning Talks 

Why do we call the knights, Lincoln and Washington 
heroes? Because they were kind, good, brave, and did their 
duty. Do you know of anyone at home who is kind, good 
and brave and does his duty? Mention the father, then any 
public-spirited man that may come near to the life of the 
children. Who do their duty when the fire-bell rings? The 
firemen. Speak of their bravery in rescuing men, women 
and children from danger. 

Who sail the ships on the great ocean? Sailors. What do 
they carry? Enumerate necessities of life carried as cargoes 
from port to port. What could we do without the sailors? 
Sometimes there are storms at sea that toss the ships and 
drive them against the rocks. How brave the sailors must be 
to stand by their ship, handle the ropes as the captain com- 
mands, till rescue comes ! 

Who on shore help save sailors when they are shipwrecked ? 
The life-saving crew. They man the boats, row through the 
breakers, and save the helpless men. How brave they are 
in thus doing their duty ! 

Can we be brave too? Enumerate household tasks and 
school requirements. If we are brave and do our duties we 
are little heroes ! 

Even animals have done heroic deeds, dogs have saved 
people from fire, from drowning, etc. Tell stories of heroism. 

Songs 
''The Sailors" — Song Echoes, pg. 128. 
"The Flagman"— 6^a>'W(9r, No. 2, pg. 78. 

Stones 

"A Brave Girl" — Braided Straws — Elizabeth Fottlke. 

"The Hero of Conemaugh" — A Brave Baby and Other 
Stories — Wiltse. 

142 



**Pippa Passes" — For the Children's Hour — Browning. 

"Peter Spots, Fireman" — Stories of Brave Dogs — M. H. 
Carter. 

''Carlo" — Stories of Brave Dogs. 

" Bruno" — Stories of Brave Dogs. 

** Heroes" — Greek Fairy Tales — Charles Kingsley. 



143 



EVERYDAY HEROES 

Games and Recreations 

Continue soldier games, or introduce one of the "Knights 
of Lowly Service" as an "everyday hero." 



44 



MARCH 




March 
First Week 

KNIGHTS OF LOWLY SERVICE 

Cooperation 

Froebel, in the labor play, incites respect for the hand — the 
tool of the mind — and for the laborer who works with his hand. 
The external appearance of these ' ' knights of lowly service ' ' 
may be far from attractive, but the child must learn that 
"under aspect mean great good may hide." 

The first labor play, that of the "Charcoal Burner," 
corresponds to our Blacksmith. Here we see "that firmest 
matter to man's strength must yield." Man is the power 
that transforms Nature, yet always by obeying her laws. 
He must " strike while the iron is hot," else the bar can never 
be fashioned. 

The hand is the means by which this transforming power 
is wielded, for the thought expresses itself in material capable 
of being moulded. Without the hand as a mediator there 
could be no finished product, therefore it "mediates between 
man's inner being and the material world." Since we "learn 
through doing" we come to know ourselves through that 
which w^e are able to produce. In the product we see our 
thought embodied in a form that is more or less imperfect, and 
"in the transformed world the child sees his transformed self." 

Interest determines that which the hand shall produce. 
Plastic material offers the child a means of self-expression. 
In clay he sees the possibility of making a ball, and in the wet 
sand that of shaping a house. As he models he comes to feel 
that it is he who is making the material conform to his thought. 
He, therefore, is the "causal power," and his hand the means 
of exerting it. When, therefore, in Nature he sees certain 
results, he wishes to know what power ca.used these changes. 
The "why" and "how" of childhood is the means by which 
he seeks to know ! 

Teach the child to respect the laborer and his work, never 
to pity him! " Without him where were most of our technical 

147 



arts?" As the child learns to use his own hands in productive 
and creative activity his body, mind and soul will develop 
aright. 

Another important labor play Froebel gives in the " Wheel- 
wright." The wheel is the means by which man travels from 
place to place, and is the foundation of mechanical arts. 
Progress and civilization would therefore be impossible without 
the wheelwright's service. 



148 



KNIGHTS OF LOWLY SERVICE 

Morning Talks 

The subject of fire as a destructive agency has been dealt 
with in heroic deeds of firemen, etc. It is man's friend, how- 
ever, if controlled. What do we use in building a fire? Wood 
and coal. The wood comes from the forest. Where does the 
coal come from? That comes from the forest, too; but from 
one that lived ages and ages ago, and has been buried so long 
that it has been turned to coal! How can we get coal? By 
digging. Who gets it for us? The miner. Describe the 
miner's outfit — pick, shovel, etc., and how he goes down into 
the dark mine in a " cage" to work hard for the coal we bum. 
What could we do without coal? How grateful we should be 
to the miner! Others have to thank the miner, too. The 
baker could have no fire for baking bread if he had no coal! 
What would the blacksmith do? He could never make a 
horseshoe! Then what would the driver do, if he could have 
no shoes for his horse! Show pictures of the blacksmith at 
work. Describe the process of blowing the fire with the 
bellows, beating the straight bar of iron, laying it on the anvil 
and then hammering it, while hot, to make the horseshoe. 
Speak of other things made by the blacksmith and the uses 
of each — chains to fasten parts together, iron bands for barrels, 
wheels, etc., iron implements, used by laborers, etc. Teach 
the " Village Blacksmith," if desired. Speak of other laborers — 
cobbler, wheelwright, cooper, etc., and how much they can 
do with their hands to help us ! What can we do with ours ? 

Trade Songs 
"The Blacksmith" — Gaynor, No. 1, pg. 16. 
"Little Shoemaker" — Gaynor, No. 1, pg. 17. 
" Little Shoemaker" — Kindergarten Review, February, 1904. 
"The Blacksmith" — Songs and Games, pg. 112. 
"The Blacksmith's Song" — Song Stories, pg. 65. 

149 



"The Wheelwright"— M^'55 Blow's Book, pg. 248. 

'' The Blacksmith " — Songs for Little Children, Part I, pg. 87 

''The Blacksmith" — Given here. 

Stories 

"Little Gray Pony" — Mother Stories. 

"A Wise Old Horse"— In the Child's World. 

"Nahum Prince"— In the Child's World. 

"History of a Piece of Coal" — Fairy Land of Science — 
Arabella Buckley. 

"The Coal Forest" — Winter — All the Year Round Series. 

"Elves and the Shoemaker" — Grimm. 



150 



The Blacksmith. 



E. M. G. 






H- — ^— I- — ^ — I- 



-•— •- 



-g- 



-N—N- 






R. W. G. 



^=zi 






Oh! the might-y black-smith Skil-ful things cao do! For your lit-tle po - ny 



9^# 



'3tEi. 






=]=: 



-^~ 



--X 



:-X 






r 



H-^-^i — ^^ — ^— I 1 — 



^-^•— •- 



-S- 



-0- -9- — I- 



-^- 



Nowhemakesa shoe! Heats a bar of i - ron Till it ro-sy grows, 



m 



=8=r: 



-i: 



P- 



-F- 



S 






:d= 



:i 



m-i-0—^ — *ti:^T^ 



ft -j^- 



I- ^-H ^-A — ^- 









-1^-5-^ 



^— 



i^-- •— ^— --N-H ! 



On the an-vil lays it, Strikes with stead-y blows ! See him curve and shape it, 



*^i=- 
^#=^. 



?^^=P 



;^^Ei 



:f==r== 



-_!S,- 



'i=i--^^-^^-^- 



F-N — 5-- 






■ — g—^^g ♦ d" J — ^" -I 

-9 *f» 



Soon it will be done, Then your lit - tie po - nj' Fast a-way can run ! 






=t=: 



ipzizi 



-I — 



■k.- 



¥^. 



:^^^§ 



-*^^^ 



I 









--*'- 

^ 



si :^ f 



-!g- — J—' — i— 



— ^^ — I ■< 



m — 1 — - 



Swins: ! Swina: ! S winar the ham-mer ! Strike ! Strike I Strike the i - ron! 



H 



'm=^ 



€^ — 



d: 



--«- 



-(S- 



-si- 



it^: 



-(S?- 



-^- 



-s*- 



-(S^ 



-iS*- 




-^- 



^- 



* 



-iS- 



Cling ! 



J=J=J=± 



.-^ 



:4 



-^- 



^. 



■m: 



«^- 



-^: 



-^— 



I 



-(&- 



Clang 1 cling-clang-cling-clang Icling ! clang ! 



-<5t- 
-^- 

cling! 



§5 



-iSf- 



■7b- 






J- 



=j: 



4- 



:i 



:* 



^■=3^ 



a 



152 



KNIGHTS OF LOA¥LY SERVICE 
Games and Recreations 

The Miner 

A small circle represents the '' cage." Througli the '' door," 
left in it, a number of miners enter, with " pickaxe and shovel" 
on their shoulders, and ''close the door" after them. The 
children forming the "cage" slowly bend their knees, as it is 
"lowered into the mine." They remain in this position while 
the miners work outside with their tools. When ready to go 
to the surface the miners step into the cage, which "rises," 
and they "return to their homes." The rest of the children 
thank the miners for their labor in the dark mine. Use the 
"Song of Iron''— Gaynor — No. 1, pg. 14. 

The Blacksmith 

Children, standing in a hollow square, represent the 
"shop." Inside, the blacksmith blows his bellows and heats 
his iron. He is all ready for work, when a man drives up with 
a horse that needs a shoe. The blacksmith heats his iron, 
hammers it into shape, then fits it to the horse's foot. The 
owner pays for it, and drives gayly off. 

Anvil Chorus 

Rhythmic striking with a hammer on bars of iron will 
give added effect to the chorus. See Maud Burnham's Story 
and Finger Play, in the Kindergarten Review, January, 1907. 

The Shoemaker 

Finger Play 

The motion of putting in the needle, drawing out the long 
thread, boring the hole with an awl, and hammering in the 
nails can be used as a finger play. The activities are fully 
given in the "Song of the Shoemaker" — Merry Songs and 
Games, pg. 44. 

153 



Making Shoes 

A number of children, sitting cross-legged, are busy at 
work. "Buyers" then come to "purchase a pair of shoes." 
The shoemakers fit the shoes to the customers who find them 
satisfactory, pay for them, and walk home carefully so as not 
to "spoil the shine." 

The Cooper 

A small ring, not holding hands, represents the "barrel 
staves." The cooper "makes his barrel" by laying the arms 
of one child upon the shoulder of the next, hammering as he 
goes, and sings, "Oh, I am the cooper" — Songs and Games, 
pg. 114. 

Wheelwright 

One child represents the hub. Four others vStand with one 
hand on the "hub" and the other outstretched — "Spokes." 
These spokes are joined by the rim — a ring outside, joining 
hands. The hands of the "spokes" rest upon the shoulders 
of the "rim." This wheel can be "turned" if care is taken 
that no break occurs. 



154 



March 
Second Week 



THE WEATHERVANE 

Unseen Power — Will 

The blacksmith's arm was the power which transformed 
the resisting material into shoes, etc. The whole process of 
cause and effect was visible. 

The child now turns to Nature and sees the work of the 
wind, but cannot see what causes it. He therefore seeks to 
know what this mysterious power is that "hides from his 
sight." No scientific explanation — change in temperature or 
density — can be given him. He can, however, learn by imitat- 
ing the turning of the weathervane, for " only in doing can he 
realize the thing that's done before his eyes." His ivill is the 
power which causes the motion that he sees and feels. But 
he knows only that lie it is that moves his hand to and fro, 
like the weathervane. "He is experiencing the fact that a 
moving object has its ground in a moving force ; soon he will 
conclude that living objects have their ground in a living 
force." The mother truly says that there "are many things 
that we may be sure of though we cannot see them." 

The wind is a mighty power which helps man in his w^ork — 
turns his windmills, carries his sailboats, but if too strong, 
may cause damage. 

The will likewise, is a mighty powder. It moulds character, 
directs actions, and shapes the events of the w^orld. If under 
control it is a power for good; if lawless it is a most terribly 
destructive energy! Shall man's will be strong and he himself 
determine in which direction it shall go? Or shall it be weak 
in purpose, and easily turned from side to side, as unstable as 
the weathervane? Here is a negative lesson to be gained. 

Help the child in his search for the cause behind the effect, 
to "believe in and cherish the power" he does not see; to 
exercise and guide aright his own will — which is the causal 
power of all that he does. 

The value of labor is instilled in Froebel's " Target" Mother 

155 



Play — "number, form, proportion, rightful gain." Respect 
for the laborer is followed by the recognition of the right value 
which his work should receive in the world of trade. If the 
material and labor make the finished product worth three cents 
the buyer should not expect to buy it for two. If he desires 
the product he himself can become a worker and earn another 
cent. With three he can then pay the value of the article he 
desires to purchase. 



156 



THE WEATHERVAXE 

Morning Talks 

The ]\Iarcli wind is provokingly in evidence these days. 
Speak laughingly of its pranks with children's hats, then turn 
to other things that the wind does. It helps fly the kites, sail 
the boats, dry the clothes, turn the windmills, etc. Can we see 
the wind? No, but we can feel it, and see all that it does. 
Name the four winds and characteristics of each. Give the 
Indian names from Hiawatha. How can we tell which is the 
east wind? West? Etc. There is something on the housetop 
(or elsewhere) that tells us. Yes, the weathervane. It turns 
first one way and then another, whichever way the wind blows 
it. Do you remember those letters ? (Draw diagram.) What 
are they for? They tell us the direction of the wind. Teach 
Stevenson's familiar verses on this invisible power. 

After showing how helpful the wind is in sailing boats, 
etc., give a contrasting picture of its destructiveness. When 
we are angry we are like the stormy wind, and how much 
trouble we make! But when we control our tempers we are 
like the helpful winds. (Neither wind nor temper can be seen 
except in its effect on others.) 

The helpful winds fly our kites! How many ever had a 
kite? Who made it for you? Store man? Speak of care 
needed in crossing the long and short boards, nailing them 
securely together, pasting on a smooth paper cover, and tying 
on a ''long tail." The man had to buy all that material and 
it took him a long time to make it well. We should therefore 
be glad to pay for his kite when it is ready for sale. If he does 
not charge more than it is worth, we should pay his fair price, 
not try to get it for less. 

Songs 
''Wind Song" — Song Echoes, pg. 30. 
** Wind Song" — Song Stories, pg. 68. 
"The Wind''— Gaynor, No. 1, pg. 56. 

157 



"Whichever Way the Wind Doth Blow" — Songs for Little 
People, pg. 100. 

*' Buying a Kite" — Given here. 

Stories 

"The Wind's Work"— Mother Stories. 

"The Discontented Weather-Cock" — Boston Collection. 

" How Robin's Kite Learned to Fly" — Kindergarten Review, 
March, 1905. 

"Song of the Wind" — Kindergarten Review, ]\Iarch, 1903. 

"North Wind at Play"— In the Child's World. 

" Odysseus and the Bag of Winds" — In the Child's World. 

"North AVind and the Sun" — Boston Collection. 

"The AA'ind" — Christina Rosetti. 

" Windy Nights" — Stevenson. 



158 



The Wind's Work. 



E. M. G. 

Allegro 7}ioderato 



R. W. G. 




1. Tlie bus 

2. The bus 

3. The bus 

4. The bus 

5. The bus 



y wind 

y- wind 

y wind 

y wind 

y wind 



we can 

we can 

we can 

we can 

we can 



not see 

not see 

not see 

not see 

not see 



^ii 




Pedal earJi ineasiire. 




^# 



,^d^ 






Li- 




lt turns 

it blows 

it lifts 

it blows 

it bends 



the weath 
the wind 
the kites 
the leaves 
the for 



er - vane 

mill's fans 

on high 

a - bout 

est trees 



"q § q 9 z\ -f- zi r ^ 



f^-r 



East 

Round 

As 

To 

And 



and west 

and round 

we run 

and fro 

they bow 



this 
this 
this 
this 
this 



way. 
way. 
way. 
way. 
way. 




Buying a Kite. 



E. M. G. 

Storekeeper and Customer. 



R. W. G. 



s— 



t: 



I 



1. "Here's a kite I'll sell to you." "Pray is it ver - y dear?" 

2. "I can't sell for an - y less, Because the price is fair, 

3. "I will earn a penny bright, With three cents I can buy 




i 



fct: 



w 



n 



^^- 



-• — 



^l^ 



:p=r=:A=J: 



--t 



;b 



" Threebright pennies, that is all." "But I've just two cents here !" 
I must pay for boards and nails And make it then with care." 
This good kite you worked to make, And oh! how high 'twill fly !" 




160 



THE WEATHERVANE 

Games and Recreations 

Finger Play 
The whole hand turns from side to side giving a good wrist 
movement. From which direction is the wind blowing ? West ? 
All the weathervanes point to the west. Actual points of the 
compass are thus taught. 

The Weathervane 
The children stand with arms outstretched at the sides. 
Turn from the waist line a little to the right, then front, and 
to the left, and front again. This movement is made in time 
to the weathervane song given in Miss Blow's Book, pg. 164. 
This is good exercise for the waist muscles if care is taken not 
to turn too far. 

The Wind's Work 
The various objects, trees, etc., that show the effect of the 
wind can be used as representative plays, as suggested by the 
game here given. 

Windmills 
Two children stand back to back with left arms up and 
right arms by the side. On the first count the arms change 
places — left forward downward, right forward upward. Repeat 
for each count till the children have the motion well learned. 
(See Miss Johnsons ''Educational Gymnastic Plays.") ^ 

Buying a Kite 
One row stands at the front of the room making kites. 
(Draw a ''cross" on the palm of the left hand, for the stay 
pieces, paste paper across the whole and "tie on a long tail.") 
As another row comes up to buy, the dialogue here suggested 
takes place. When two cents are found inadequate the would- 
be buyers go away to "earn a penny bright" (engage in any 
activity — dust desk, sweep floor, run on errands, etc.). They 
then return to buy their kites, which they ' 'fly " about the room. 

161 



March 
Third Week 

NATURE ASLEEP 

Rest 

How bare the trees have been all winter! To outward 
appearance there is no sign of life. They are asleep — for this 
is Nature's period of rest. It is part of the great rhythm of 
the universe, whose pendulum swings from one opposite to 
the other — from day to night, from summer to winter, from 
heat to cold, etc. How unbearable would be the monotony 
if it were always the same! We need the night to follow our 
activity, that our bodies may be invigorated and our nerves 
refreshed for the work of the coming day. Thus also must 
Nature have her period of rest. Her night is our winter. 
With Nature it is a complete rest that results in the opening 
buds of promise in the spring. After their refreshing sleep the 
trees will awaken and don their green dresses, to greet all 
Nature in the glory of new life. All the energy stored during 
the winter is ready for the summer flowers and autumn fruit ! 
No time has been lost, for strength has been gained during rest. 

We need to learn the secret of complete rest and how to 
benefit by it. In our active lives we do not drop our work as 
we should, nor relax, even in short periods of rest. Often 
when our bodies are reclining, our minds are still at work; 
and, while travelling from place to place, our thoughts are as 
actively engaged in our work, as though w^e were outwardly 
performing it. Nature prepared for the work of the coming 
spring, then left it, and did nothing but rest. 

Everyone should gain the ' ' Power Through Repose ' ' which 
Annie Pay son Call has emphasized in her book by that name. 
Anna Brackett teaches the same lesson in "The Technique 
of Rest." 



163 



NATURE ASLEEP 

Morning Talks 

Bring specimens of twigs of nian\^ kinds and have conver- 
sational lessons upon them. Notice the character of each one 
in order to recognize them quickly. ShoAV the leaf scars 
(horse-chestnut is best) and the dots where the fibres of the 
leaf stems were attached to the twig. Show the rings left by 
the falling scales of each year's terminal bud. Measure the 
growth of the year in the space between these rings. It is 
short in the apple, pear, etc., which gives it a knotted appear- 
ance. In the horse-chestnut, etc., the space is longer. 

Draw the specimens as a whole, then in parts, to illustrate 
special characteristics. Show a hyacinth bulb (if desired) and 
carefully remove the fleshy scales, until the tiny blossom is 
reached. The bulb is really a modified twig from which the 
flower bud grows. Set a bulb on stones, in a bowl of water, 
and watch its growth. 

Songs 
''Pussy Willow" — Songs and Games, pg. 34. 
"Greeting to Spring" — Song Echoes, pg. 17. 
"Waiting to Grow" — Song Echoes, pg. 20. 
"Spring Song" — Holiday Songs, pg. 12. 
"Spring Song" — Gaynor, No. 1, pg. 75. 

Stories 

"March's Call"— Half a Hundred Stories. 

"The Baby Bud's Winter Clothes"— In the Child's World. 

"The Horse-chestnut Twig " — Spring — All the Year Round 
Series. 

"The Sleeping Beauty" — In the Children's Hour. 



164 



Fairy Spring. 



E. M. G, 



Gertrude J. Bartlett. 





^a 


1^ — 


-1 




A 


1 


N — 


-^ 


-1 


1 




Ei"? r 


the ice 
sweet Spring, 
the Rain 
so sweet 

f s 


— ^— 

-- — 1 — 

— m 

and 
the 
and 
live 

-8— 


^^:^ — 

un - 
fai 
kind, 

but 


-•i 




1 — 

— « — 

the 
so 
- tie 
a 


snow, 
gay, 
Sun, 
day, 

-•- 


-•- 
— 1 , 


1. Un - der 

2. Here comes 

3. Thank - ing 

4. Flow - ers 


der 
ry 
gen 
for 


-£ 


H i 


— 1 




b^ 


^ 




— 


t/ 




— 1 

b' ' 




All the dear flow-ers are sleep-ing I know. Wait - ing for Spring with 
Chas-ing the ice and the snow far a - way; Sun-shine and Rain bring 

O - pen they now their buds ev - 'ry one ! Deep in each heart is 

Dear - ly they're loved,but soon fly a - way, Home with fair Spring to 



§11=3 



-m — »- 




sun - shine and rain, Then all the flow'rs will bios - som a - gain. 

mes - sa - ges dear, Ev - 'ry - thing's glad for now Spring is here ! 
sweet-ness so rare, All those who taste, give thanks for their share. 

Flow - er - land dear, We'll not for - get their sweet-ness while here ! 



91: 



'^ 



S±: 



-t= 



S 



Reprinted by permission of Primary Plans. 



NATURE ASLEEP 
» 

Games and Recreations 
Fairy Spring 

Choose three or four children to represent the flowers. 
These take a sleeping posture (knees bent, head dropping). 
Six others form a ring about the "Flowers " — to form a covering 
of ''Ice and Snow." ''Fairy Spring" carries a gilded wand; 
"Rain," a watering pot; and "Sunshine" encircles arms over 
head. 

The first verse is sung to the sleeping flowers. "Fairy 
Spring" comes skipping along, waving her wand, whereupon 
"Ice and Snow" melt away. "Sunshine" and "Rain" closely 
follow, and minister to the flowers. The latter soon show signs 
of awakening, stretch upward to standing position, and hold 
their hands in "flower form." Butterflies and bees visit, to 
gather the "sweetness." 

"Fairy Spring" then returns to " Flowerland," followed by 
the flowers. (This is reprinted by the kind permission of 
Primary Plans.) 

Occupations 

Border designs, in color or black and white, can be made by 
repeating the twig as a unit, also cover designs for booklets 
on spring subjects. 



166 



March 
Fourth Week 

NATURE AWAKENING 

New Life {Easier) 

"Oh, such a commotion under the ground, 

When March called, 'Ho! there, Ho!' 
Such spreading of rootlets far and wide ! 

Such whispering, to and fro! 
And 'Are you ready?' the snow-drop called, 

'It's time to start, you know.' 
Then 'Ha! Ha! Ha!' the chorus came 

Of laughter soft and low^, 
From the millions of flowers under the ground — 

Yes, millions, beginning to grow." 

Nature is awakening! Into the tall tree rises the life sap 
to swell the buds from which will come new leaves and flowers. 
From cocoons and chrysalids come the moth and butterfly, 
which have undergone such a wonderful change since summer ! 
No longer do they need to crawl to seek their food from leaves, 
for they have wings and can fly to feast on the flowers. 

The egg, too, holds a secret. It, too, has life that is just 
awakening. Soon, under the mother's protecting wings, the 
delicate shell will be broken, and the downy chicken will peep 
forth at the world. 

Out of their winter quarters come the wild animals, after 
their long nap. All Nature is aw^akening! Should we not also 
open our eyes to the glories of the New Life about us at this 
Easter-time ? There are possibilities lying dormant within us ! 
Should they not be awakened that they may grow and become 
a power in the world? Not less wonderful than the trans- 
formation in Nature is the development of this New Life within ! 
The seed is there, but too often it lacks the right condition for 
growth. Awaken to the New Life that is ours, with all its 
endless possibilities ! 

"In the little garden, seeds begin to grow% 
Upw^ard crowed the green leaves, down the rootlets go. 
Buds and blossoms follow, making earth so gay, 
God, the Life of all life, cares for them alway." 

167 



NATURE AAVx\KENING 

Morning Talks 

Show the process of germination of seeds, using beans, 
peas, squash, morning-glory, sunflower, etc. Soak the bean, 
then open it to show the baby plant. There is the " embryo" 
with its caulicle (root), plumule (leaves) and its cotyledons 
("seed leaves") stored with nourishment for the growing 
plant. Make a series of drawings for each stage of the develop- 
ment in order to keep the process before the children's minds. 
Let them also make drawings. 

Show the ''life spot" in the egg — the rest is nourishment 
for the growing chicken, just as the cotyledons are food for 
the young plant. If a successful cocoon or chrysalid was 
obtained from the study of the caterpillar in the fall, it is 
time to be on the watch for the coming of the moth or butterfly. 
(Some, however, do not emerge till June.) If possible, at this 
season obtain frogs' eggs to let the children watch the develop- 
ment of this strange "new life." 

Since Easter vacation follows here, the first subject in 
April can be taken on the return. The " Farmer" and "Farm- 
yard Gate" may be combined or the subject of "Unfolding 
Buds" taken as a Nature lesson throughout the month. 

Spring Songs 
"The Little Plant"— Song Echoes, pg. 25. 
"Little Brown Seed" — Song Echoes, pg. 26. 
"The Alder by the River" — Songs and Games, pg. 28. 
"The Froggies' Swimming School" — Gaynor, No. 1, pg. 104. 
"Mr. Frog" — Small Songs for Small Singers, pg. 28. 

Easter Songs 
"At Easter Time" — Songs and Games, pg. 20. 
"Awake! Awake!" — Holiday Songs, pg. 29. 
"Easter Song" — Gaynor, No. 1, pg. 44. 
"Easter Song" — Songs for Little People, pg. 54. 

168 



Stories 

**A Lesson of Faith" — Mrs. Gatty's Parables — In the 
Child's World. 

''The Green House with Gold Nails" — Kindergarten Talks. 

"Story of a Moming-Glory Seed" — In the Child's World. 

"Story of a Bean" — Boston Collection. 

"The Maple Tree's Surprise"— In the Child's World. 

"Mr. Easter Hare"— For the Children's Hour. 

"Easter Rhyme "—April Plan Book. 



169 



NATURE AWAKENING 

Games and Recreations 

Butterflies 

The transformation from the crawhng caterpillars — through 
its winter's rest to the spring awakening of the butterfly — may 
be represented effectively. 

The caterpillars creep {not on hands and knees) until a 
resting place is found. A number of children, representing 
trees, may prove suitable for them — other caterpillars may 
"go into the ground" (corner of the room). After remaining 
perfectly quiet they show signs of "awakening" — slowly 
stretch and try their wings — until at last they are ready for 
flight. They seek "honey" from the flowers (children in 
crouching position, with hands together in flower form). The 
poising of the butterflies above the flower cups should be as 
graceful as possible — the arms should be brought together over 
the head and the body inclined slightly forward, with one foot 
extended backward for balance. The flying motion should 
be distinguished from that of birds — the arms should be straight, 
and lifted slowl}-^ from the level of the shoulders to overhead 
position. A good song is given in the Kindergarten Review, 
March, 1902. 

Easter Occupations 

Use the butterfly, chicken, lily, pussy-willow, etc., as units 
of design for "Easter Greetings" — tokens for the parents. 
" New Life " can also be used as a motto. Give freehand cutting 
and drawing illustrating "spring awakening." 



170 



APRIL 




April 
First Week 



THE FARMER 

Perseverance 

The deserted farmhouse tells of the struggle for existence 
which the soil demands of the farmer, a struggle which in such 
a desertion, proved too great ! From the plowing of the ground 
and planting of the seed, to the gathering of the harvest, his 
life is one of toil. Before the seeds are planted the ground 
must be loosened, dug, sifted, mixed, fertilized, raked, and 
then the best of seed used. He sows for the purpose of gathering 
fruit, and since he wants the best fruit, he must plant the 
best seed. 

The remark was once made to a farmer, "Of course you 
had a good crop! You used plenty of fertilizer on your land." 
That was true — ^bam dressing, commercial fertilizer, sink 
drain, mud, rotted leaves and all badly decayed vegetable 
matter! To think that all this is needed to bring forth the 
luscious fruit, or beautiful lily from the seeds we plant! 

Nor is the planting sufficient. As the earth becomes baked 
and hard, it must be cultivated, loosened, raked, and made 
into hills, nitrate and potash must be worked in, and the 
weeds exterminated. Once is not enough, for it is a constant 
task! The farmer cannot rest even then, for he must fight a 
hundred and one insect pests that attack the growing plants. 
It is fight, fight, fight! 

Besides his garden the farmer must give much of his time 
to his stock — thus his daily life demands untiring patience and 
perseverance. Should his harvest be a hundredfold it would 
be none too great a recompense ! 

We need to learn this lesson of perseverance. It is easy to 
start enthusiastically upon an undertaking ; but, when the first 
interest lags — when difficulties appear and drudgery begins 
— ^it takes much determination to persevere until the end is 
reached. It was not the sprouting of the seed nor even the 
flower for which the ground was plowed — ^but for the harvest 

173 



itself. All past effort goes for naught if failure comes before 
that end is reached. 

Childhood needs watchful care that through present effort 
manhood may bring forth good fruit. 

Morning Talks 

We could not plant enough com, wheat, etc., for the food 
we need to have. In the cities we would not have any land to 
plant it in ! Who does it for us ? The farmer. What must he 
do when the frost has gone from the ground? Plow the soil 
and get it ready for the seed. It must be made soft and loose, 
rich dirt must be put on, then harrowed carefully before the 
seed is planted. (Show pictures of the farmer in various 
activities.) As soon as the seeds have sprouted, and the shoots 
begin to appear above the ground, what must the farmer do? 
Dig up the weeds and keep the ground loose around the roots 
of the baby plants. When they are larger he must look out 
for little creatures who like to eat the fresh, green leaves. 
It is fight, fight, fight, for he must be ever watchful and at 
work through the spring, caring for his garden. When sum- 
mer comes some fruit and vegetables will be ready for food, 
but others are not yet ripe, and for these he must wait until the 
autumn. How glad he will be after working so hard, and 
waiting so patiently ! Let us work patiently and faithfully here 
in school, so that our work will be as well done as that of the 
farmer! We will take as our motto, "If at first you don't 
succeed, try, try again!" 

Songs 
"The Farmer"— ilfc5 Blow's Book, pg. 188. 
"How the Corn Grew" — Finger Plays, pg. 61. 
"Blessings on Effort" — Song Stories, pg. 26. 

Stories 
"The Farmer and the Birds" — In the Child's World. 
"How the Beans Came Up"— In the Child's World. 

174 



"Five Peas in a Pod"— In the Child's World. 
"Apple-Seed John"— In the Child's World. 
" Do What You Can" — For the Children's Hour. 
"The Crow and the Pitcher" — .-F^sop's Fables. 



175 



THE FARMER 

Games and Recreations 
The Busy Farmer 

"How the Com Grew," in Miss Poulssons Finger Play 
Book, represents the whole process of the farmer's work. 

The space at the front of the room may be ''fenced in" 
with children, while others represent the farmer, plow, etc. 
The plow consists of two children, the first (the plow) extends 
his hands backward to the "farmer." The harrow — two 
children side by side crossing hands — is ' ' drawn through the 
soil" b}^ the farmer. Hoeing — the farmer goes through the 
motion of digging with an imaginary hoe. Com — Johnny 
helps by bringing the com (children who are planted in long 
rows, in crouching position). Rain — the remaining children 
indicate falling rain with their hands. Sun — one circles hands 
over head. The com slowly "grows" till standing position is 
reached. Crows then fly in but are put to flight by the fanner's 
gun (claps his hands). Harvesting — The farmer gathers the 
ears of com in his basket, then *'ties the stalks" (several 
children together). The harvest-time has come ! All "change 
into children" again, and have a "husking bee" in their home. 
(Return quietly to seats.) 

Spring Planting 

"Would You Know How Does the Farmer," in Songs and 
Games, pg. 110, is well known. These activities can be easily 
represented by letting all the children move around the room 
"sowing," etc. 

Occupations 

The farmer's activities give good opportunity for illustrative 
drawing, also for work in the sand table — his house, bam, 
animals, garden, etc. 



176 



April 
Second Week 



THE FARMYARD GATE 

Xecessary Restraint 

The "Farmyard" and "Garden Gates" are given to teach the 
child to prize and protect that which he has acquired, and to 
show that he should be led to recognize and name the different 
objects in his environment. The latter we are constantly doing, 
when we encourage the children to bring in specimens of 
flowers, etc., and help them to classify the knowledge that 
we give. 

Aside from the lesson of care for that which we have, 
another lesson can be learned from the Farmyard Gate — that 
of "necessary restraint." The gate must be kept closed lest 
the animals, which the farmer values, stray outside and be 
hurt or lost. Restraint is necessary for their welfare and pro- 
tection. The farmer, therefore, in caring for them, provides 
the enclosure beyond which they must not go. It is his duty 
to see that the gate is in good condition, and closed at the 
right time. Within the farmyard, however, the animals are 
free to go as they please. 

In the schoolroom and at home it is necessary to exercise 
certain restraint upon the activities of the children. Primary 
discipline emphasizes this more than the kindergarten; each 
teacher, however, must recognize that there is freedom only 
within certain limits, else free activity becomes lawlessness, 
and results in harm to the child. Such limits must be deter- 
mined by those who have charge of the children. Under the 
"necessary restraint" the}' will be free, yet will recognize the 
fact that there is a " gate ' ' which is kept closed for their own 
good. "The freest man is he that abides by the Law." 

A contrast to this restraint is given in the "Fish in the 
Brook." Here, the graceful, "unimpeded activity of the fish, 
in a pure element," seems to be the perfect freedom which the 
eager children desire to catch, in order to "make it their own." 
When taken from the water, however, the fish gasps and dies ! 

177 



It has lost its freedom by being taken out of its natural element. 
The water, then, is that "necessary restraint" which gives 
the fish its freedom. While it is in its right environment it 
exercises those movements that delight the children, who 
cannot live as the fish does, yet they, too, are free in their 
own element. They can exercise the activities with which they 
have been endowed, but they also need the proper restraint. 

On the nineteenth of April New England farmers were 
obliged to put "necessary restraint" upon the British. This 
they did, using their stone walls as a means of protection. 
We, therefore, remember their heroism on this anniversary of 
their struggle at Lexington and Concord. 

THE FARMYARD GATE 
Morning Talks 

Show pictures of a barnyard gate and of pasture enclosures 
where cattle and sheep are grazing. The farmer built a fence, 
and closed the gate when the cattle had gone in. Why is he 
so careful about closing the gate? So that the cattle can't go 
outside ! They might run away, and be hurt or lost, then how 
sorry the farmer would feel! The cows and sheep have their 
own pasture lot and can eat the fresh grass an3rwhere they 
like — inside the fence. When night comes the farmer opens 
the gate and they are glad to go back to the bam. 

Some of the animals must stay in the barnyard all day — the 
hens, ducks, geese, pigs, etc. — but they are happy there. Each 
has his own place and the farmer cares for them all. Mention 
different kinds of food he gives them. Tell what each animal 
does to help the farmer. How could he plow without the horse 
or oxen? What could he do for warm clothes, without the 
sheep's wool? Or for food, without the milk which the cow 
gives — or eggs which the hens give ? 

Do we have to live inside of a fence? No? Perhaps not 
just the way animals do in the barnyard! But a fence is 
something that says, "You must not go outside!" Sometimes 
mother says, " Yes, you may go out to play, but don't go near 
the" — (mention some limitation, car tracks, etc.). Isn't that 

178 



like a fence that keeps you from going outside? When the 
bell rings it says, "No more talking." Isn't that like a 
little fence? There are many things we can do — read, write, 
etc., ''inside the fence." When the last bell rings, the "gate" 
is opened and we can go home. Let us see how helpful we can 
be inside our "schoolroom fence" and what a good time we 
can have ! 

Review characteristics of different animals taken during 
"Domestic Animal" week. Have the fish as a nature lesson 
and call attention to its life in the water and to the character- 
istics that distinguish it from land animals — gills, fins, manner 
of breathing, etc. 

Songs 

"The Farmyard"— M^55 Blow's Book, pg. 240. 

"Good Advice" — Holiday Songs, pg. 118. 

"Mr. Duck and Mr. Turkey "—Small Songs for Small 
Singers, pg. 32. 

"Tiddle de Winks and Tiddle de Wee"— Small Songs for 
Small Singers, pg. 19. 

Stories 
" Barnyard Talk"— In the Child's Worid. 
"Peepsy"— In the Child's World. 
"Chicken Little"— For the Children's Hour. 
"The Ugly Duckling" — Andersen — Boston Collection. 
" Billy Bobtail" — ^A Kindergarten Story Book. 
"Through the Barnyard Gate" — Emilie Poulsson. 
"The Runaway Donkey" — Emilie Poulsson. 



179 



THE FARMYARD GATE 

Games and Recreations 
Finger Plays 
In Adiss Pauls son's Finger Play Book — ■ 
*'The Hen and Chickens," pg. 17. 
"The Pigs," pg. 25. 

The Duck's Dinner 

Care for the barnyard animals is shown in the song, '' Quack ! 
Quack!" in the Kindergarten Review, March, 1903. 

The Farmyard Gate 

Form a large square enclosure (children holding hands) at 
the front of the room, to represent the farmyard fence. At one 
point two children face each other, with hands clasped — the 
bars of the closed gate. The remaining children, in groups, 
are designated as the different animals. The "farmer" calls 
them, and as they come, they make their characteristic sounds. 
He lets down the bars, and after they have all entered, he 
fastens the gate to "keep them safe for the night." 

Barnyard Animals 

One row leaves the room and decides on some animal 
whose characteristic movements they will represent. Then 
they waddle like a duck, etc., when they enter and the rest of 
of the class guess which animal they are. Use the " Barnyard 
Song" — Holiday Songs, pg. 59, and supply the characteristic 
sound and name as each animal is represented. 

Occupations 

Draw and cut pictures of the farmer's animals. Make fence 
and gates with pegs, and build a fence around the "farmyard" 
on the sand table. A gate, that will open, can be made by 
weaving sticks together. 



180 



April 
Third Week 

THE LITTLE GARDENER 

Nurture 

"O, blessed thought, that God to us has given 
The finishing of that which he has planned, 
And as we help your young souls to expand, 
Our own in the sweet task, shall grow towards heaven." 

''One of the fairest and most instructive manifestations of 
child-Hfe is love of gardening." The child is delighted to have 
his own plot of ground in which to plant seeds. Carefully he 
waters them and watches for the first signs of growth, and 
happy is he when the flower-bud appears, and opens! No 
other flower was ever so beautiful! 

This spirit of nurture in the child is important and must be 
encouraged. Not only must he plant the seeds, but he must 
give constant care to the growing plant, else it withers and 
there comes no flower nor fruit. As the little gardener watches 
it, he will see how gradual is the growth and will learn impor- 
tant lessons ; not only the way in which the plant grows, but 
the wonderful means by w^hich Nature supplies rain to the 
earth. He'll see how sun, rain and soil give their best, and 
how man may help her by caring for his garden. 

We are gardeners in "childhood's garden," and the lives 
entrusted to us must be carefully watched and nurtured. In 
this garden Love must shine warm and bright, that the young 
lives may grow and thrive. Yet, as Nature hides the sun 
behind clouds and showers, so we must sometimes hide the 
smile in necessary discipline and correction. "The native 
impulse which draws us toward child-life must be made in- 
telligent." The underlying principles of growth should be 
recognized, that we may know how to meet the needs of each 
"child." Not merely intellectual and physical training is 
sufficient for him, but his soul must be lifted into an atmos- 
phere where it can "expand as He has planned." 

The birthday of one of the greatest workers in childhood's 

181 



garden — Friedrich Froebel, came on the twenty-first of April, 
1782. He studied children in their spontaneous play, that he 
might learn to recognize their needs, and to guide their young 
life. It is therefore fitting in this week of nurture, that some 
mention be made of him on this anniversary. 

Morning Talks 

Care for the seedlings that are growing in the schoolroom 
or at home, will furnish the basis for these talks. Use the 
Mother Play picture and other garden scenes. In the former 
the child is caring for his garden at the "right time," and in 
the "right way." The flowers would all wither if they had 
no water to drink, but they should not be watered at the 
middle of the day, when the sun is hot! Some need more 
moisture than others. Some grow better in the shade (wood 
flowers) . 

How careful we should be to give the plants just what they 
need, and when they need it! They would die if we did not 
take good care of them! They show their thanks by putting 
forth the fresh green leaves, and later on will make us happy 
with beautiful flowers! 

Nature knows how^ thirsty the growing plants are, so she 
sends many showers at this time of the year. The sun draws 
drops of water from the ocean, lakes and rivers, to make the 
clouds. Bye and bye, when these become too heavy to float 
in the air, down they come to the earth in rain. We raise our 
umbrellas, but the plants are glad to drink in the cool water 
drops and everything looks fresher and brighter than before. 

"The rain is falling all around, 

It falls on field and tree, 
It falls on the umbrellas here, 

And on the ships at sea." 

So7tgs 
"Little Gardener"— M^'5.s Blow's Book, pg. 245. 
"Shower and Flower" — Songs and Games, pg. 25. 

182 



"Song of the Rain" — Songs and Games, pg. 23. 

"The Raindrops" — HoHday Songs, pg. 14. 

"Rain Clouds" — Song Stories, pg. 56. 

"Rain Song" — Songs for Little People, Part 1, pg. 88. 

"Froebel's Birthday" — Holiday Songs, pg. 31. 

"Garden Game" — Copyrighted by Julia Hidden. 

Stories 
"Billy Boy's Garden" — Kindergarten Review, May, 1907, 
"Joe's Rosebush" — Half a Hundred Stories. 
"The Water Drops"— Half a Hundred Stories. 
"Little Water Drops" — Boston Collection. 
"Froebel's Birthday "—Story Hour. 



183 



THE LITTLE GARDENER 

Games and Recreations 
Finger Play 
Miss Poulsson's Song, ''The Little Plant," pg. 21. 

The Garden 

The ''gardener" sets out plants in a circular plot (children 
in crouching position with hands held in flower form) . Around 
them a circle of clouds is formed, and just outside is the " sun" 
(arms circled over head). "Patter, patter comes the rain" 
(those in the circle indicate rain falling upon the flowers). 
"The clouds are getting lighter" — circle separates and steps 
backward, showing the golden sun. "Buds are opening." 
(children gradually rise to standing position. Butterflies flit 
among the flowers, and poise above the cups. Bees, who buzz 
energetically, follow. Antenna are represented by forefingers 
extended from forehead.) The flowers are then "picked." 
Miss Julia Hidden' s "Garden Game," published in leaflet 
form is the basis of this game. 

Occupations 

Cut garden implements — shovel , hoe , watering-pot , e tc . Also 
pots of flowers. Draw pictures of the "little gardener" at 
his work, and April shower scenes. Represent also with sticks. 



184 



April 
Fourth Week 

UNFOLDING BUDS 

Development {Arbor Day) 

The awakening life has swelled the brown buds which hold 
the new grow^th of the spring. Year by year they have un- 
folded till the tallest tree has developed. The whole structure, 
roots, trunk, branches and leaves, work together that these 
buds may be nourished. The promise of life for the tree, and 
even for the forest, lies in the right development of these their 
smallest parts ! Many outside influences are at work — sun, rain, 
heat, cold, insects, etc., v\-hich determine how perfect shall be 
their growth. 

So it is with man's developm.ent. Froebel, again and again, 
likens the child's unfolding life to that of Nature. Heredity 
is strong, but right environment and training is even stronger 
for it can help the child to overcome evil tendencies. Truly 
the promise of manhood lies within the child! 

•The growth of a lifetime is seen in our forest trees. Do 
we value these friends? Arbor Day impresses upon us the 
value of the forests which are being destroyed to meet man's 
needs. President Roosevelt, in his address April 11, 1907, to 
the school children of the United States, says: — 

"It is well that you should celebrate your arbor day 
thoughtfully, for within your lifetime the nation's need of 
trees will become serious. In your full manhood and woman- 
hood you will want what Nature so bountifully supplied and 
man so thoughtlessly destroyed; and because of that want 
you will reproach us, not for what we have used, but for what 
we have wasted. 

" For the nation as for the man or woman, and the boy and 
girl, the road to success is the right use of what we have and 
the improvement of present opportunity. If you neglect to 
prepare yourselves now for the duties and responsibilities 
which will fall upon you later, if you do not learn the things 
w^hich you will need to know when your school days are over, 
you will suffer the consequences. 

185 



*'A country without trees is almost — hopeless; forests 
which are so used that they cannot renew themselves will soon 
vanish, and with them all their benefits. A true forest is not 
merely a storehouse full of wood, but as it were, a factory 
of wood, and at the same time a reservoir of water. When 
you help to preserve our forests or to plant new ones, you are 
acting the part of good citizens. The value of forestry deserves, 
therefore, to be taught in the schools which aim to make good 
citizens of you. If your arbor day exercises help you to realize 
what benefits each one of you receives from the forests, and how 
by your assistance these benefits may continue, they will 
serve a good end." 

Morning Talks 

The twigs, we studied, have been drinking the water, and as 
the buds grow larger and gradual unfolding takes place, give 
lessons on the leaves and flowers and make a series of drawings. 

All the space between the end of the twig and the last rings 
was once held in a terminal bud ! How much do you think the 
twigs will grow this year ? How carefully Nature has wrapped 
this new life of the tree — sticky scales to keep out the moisture, 
and downy covering inside to keep the sleeping leaves warm. 
They will be glad to feel the sun grow warmer in the spring 
and will come out of their winter quarters! They will grow 
fast, for they have much work to do before autumn comes. 
Let us notice the different kinds of buds. Some hold flowers, 
others leaves. Enlarge somewhat on position of the different 
buds, etc. 

Every great tree was once a small sapling that came from 
a tiny seed. That is how the forests grew. Men cut down trees 
to use for building and for fuel, but others should be planted in 
their place that some day they too will be part of a great 
forest. How bare the country would be without trees ! Describe 
uses of trees, as shade, reservoirs of water, wind breaks, etc. 
Study their characteristics and manner of growth. We have 
Arbor Day that we may plant trees and show our love 
for them! 

186 



Songs 
"The Ferns"— Holiday Songs, pg. 20. 
"The Planting of the Apple Tree" — Holiday Songs, pg. 40. 
"Leaves, Flowers, Fruits" — Holiday Songs, pg. 71. 
"The Tree's Friends" — Gaynor, No. 1, pg. 74. 

Stories 

"The Willow's Wish"— Half a Hundred Stories. 

"The Little Seed" — Half a Hundred Stories. 

"How Mother Nature Sets Table for the Plants "—Mother 
Nature's Children. 

"Why the Aspen Leaves Tremble" — Holbrookes Nature 
Myths. 

"Why the Juniper has Berries" — Holbrookes Nature Myths. 

"The Wahiut Tree that Wanted to Bear Tulips "—Kinder- 
garten Stories and Morning Talks. 



187 



UNFOLDING BUDS 

Games and Recreations 

Arbor Day 

The gardener must *' plant his trees for his orchard " — apple, 
pear, cherry, etc. Children are used for trees and "set out" 
in parallel rows. He digs "a deep hole," sets the tree in it 
and pats the ground about its "roots." The rest sing "The 
Orchard" — Holiday Songs, pg. 41. When the orchard is 
planted, one row of children at a time skips between the trees, 
then around the room, back to their seats. 

Occupation 

With brush and ink make studies of trees to show character- 
istic shapes — the tall pine with its horizontal branches, the 
wide-spreading apple tree with its irregular, gnarled branches, 
the elm with its long, slender trunk and branches that spread 
out gracefully far above, etc. 



188 



MA Y 



H \ r V 




Mav 
First Week 

THE BIRD'S NEST 

''Mirror of the Home''' 

With the unfolding buds in the vegetable world comes the 
young Hfe in the animal world. As carefully as the leaves 
and flowers are wrapped in the buds, so are the weak nestlings 
protected in the warm nests by the mother bird. 

The "Bird's Nest is Nature's Mirror" where the child sees 
reflected his own home -life and parents' care. His sympathy for 
the helpless, featherless little birds is stirred, as he finds them 
alone , apparently forsaken by their mother. He is told that they 
are not neglected, however, for the mother has gone only a little 
way to find food for her babies! The sunshine keeps them 
warm, while she is away, and the father bird watches the nest. 

The mother tells her child, '' Sometimes, darling, I am 
like this bird-mother. I cannot always be close to you; but 
you must not cry because you do not see me. You are my 
own, dear little child, and wherever I may be I am thinking 
of you. Besides, when I am away from you, you are not alone, 
for you have the dear Father's sunlight. But remember the 
sunbeams do not like a crying child." 

See how carefully everything is prepared for the welfare 
of the young birds ! The nest is built at just the right time — in 
.the warm spring, that the little birds can grow strong enough 
to fly away before the cold weather comes. It is built in just 
the right place — where the right food will be plentiful. It is 
built in just the right way — imitating the bark, moss, leaves, 
etc., near which it is made. All this is done by the father and 
mother birds for their babies. How much more must human 
parents do for theirs ! 

Sympathy with Nature leads '* through study of Nature to 
comprehension of its forces, laws, and inner meaning. The 
feeling that all life is one life, slumbers in the child's soul. 
Only very gradually, however, can this slumbering feeling be 
transferred into a w^aking consciousness." 

The child has seen that seeds, plants and animals are 
protected. This leads him to realize how great is his mother's 
love and care for him. How can he show gratitude for all this? 

191 



THE BIRD'S NEST 

Morning Talks 

Where have most of the birds been all winter ? In the South. 
When did they come back? As soon as it was warm enough 
to build their nests. (Show pictures of nests of different kinds, 
also real ones, if possible.) Who made them? The mother 
and father birds. For whom did they make them? Their 
babies. Let us see what they used. Grass, leaves, sticks, 
threads, hair, etc. 

W^hen all was finished you might have seen little eggs in 
the nest. The mother kept them warm under her wings, while 
the father bird brought her food. At last, tiny, featherless 
birds appeared and cried, ''Peep, peep, Mother dear, peep!" 
The father and mother were then very busy feeding their 
hungry babies. They had chosen the very best place for the 
nest, so that the}^ could find plenty of worms, insects, etc. 
(Show Mother Play picture.) These children have found a 
nest in the grass! They think the mother bird has deserted 
her babies and they feel sorry for the poor little things. 
But the mother has only gone a little way to find food. 
There sits the father bird watching to see that no harm 
comes ! 

The mother of the children is leaving them behind, but 
she has not forgotten them. She is just going home to get 
dinner ready. When these children and their father (who 
has been working all day) return, everything will be ready. 
Both love their children and take care of them. 

Bye and bye when the little birds are too large for the 
nest, the father and mother birds will teach them to fly. Then 
they will get their own food and care for themselves. 

Study other animals and their care for their young. 

Songs 
"Bird Thoughts"— Mi55 Blow's Book, pg. 197. 
"Bird's Nest"— (7a:v;zor, No. 1, pg. 10. 

192 



• "The Bird's Lullaby "—Songs for Little People, pg. 116. 
" The Robin's Song " — Small Songs for Small Singers, pg. 17. 
"Cradle Nest Lullaby" — Given here. 

Stories 

" How the Home Was Built"— More Mother Stories. 

" Out of the Nest"— More Mother Stories. 

"The Nest of Many Colors"— In the Child's AVorld. 

"The Robin's Home" — Half a Hundred Stories. 

"The Birdie that Tried"— Boston Collection. 

"What Kept the Chimney Waiting"— For the Children's 
Hour. 

"Why the Magpie's Nest is Not Well BviiW'—Holhrook's 
Nature Myths. 



193 



E. M. G. 



Cradle Nest Lullaby. 

Gertrude J. Bartlett. 







1=q^=:J: 



-75J- 



f^ 



-&- 



i5h 



1. Moth-er Bird is sweet -ly sing-ingTo her babes high in the tree, 

2. Ba -by birds in rest are sleep -ing In the tree tops, Oh! so high I 



P%#=i 



-&- 



-^- 



4 



II: 



-e-- 






m 



f 



W • ^ d— "-S 1 • 



:^: 



d: 



=]: 



=1: 



1^=:^ 



I I r I 

As the wind the era -die's swinging Back and forth so mer - ri - ly ! 
But when morning light comes creeping Back and forth so fast they fly ! 



9^1 



-^- 



-t5>- 



-f5>- 



r^- 



f- 



-1^- 






f=F= 



-f^- 







-1^- 



(^ 



-(S^- 

-1^- 



Pt 



r 



~i 



• *- 



-(5»- 



-S*,- 



-<S- 



Swing! Swing! Cra - die, swing! Moth-er Bird her watch will keep. 
Fly ! Fly ! bird - ies, fly ! For the wind doth soft - ly blow, 



m 



-a- 



-^- 



-^- 



-^- 



:f=f— [:=--tip: 



1^- 

-\ 



#15? 



-F 






_^_ 



-f2- 



I 




Sing! Sing! Moth - er, sing! To your babes in cra - die deep. 
Fly I Fly ! Bird - ies, fly ! Home- ward then you'll glad - ly go. 



~Y9 



-0- 
KS?- 



:f:=f=:brf:=zit:=F= 



8 



X- 



-122- 



-h- 
-| — 



Reprinted from the Kindergarten Review. 



THE BIRD'S NEST 

Games and Recreations 
Finger Play 
Make a nest with the hands. The thumbs inside the nest 
represent the ''eggs." When they are "hatched" (Hft thumbs 
out) the cry of the birds, " Peep, peep" is heard as they move 
in search of something to eat. Use " In a Hedge," Miss Blow's 
Book, pg. 191, or "In the Branches," Songs and Games, pg. 87. 

May-Day Games 
The Maypole 
A child, standing in the centre of a circle of eight, represents 
the Maypole. Those in the ring face each other in twos, and 
hold in the right hands, imaginary streamers. (Let each name 
the color he prefers.) Those going to the left hold their 
"streamers" high for the others to "go under," alternating 
thus — over and under, in regular Maypole style. 

Weaving Garlands 
This modification of "Here we go round the Barberry 
Bush" can be used in like manner. 

Here we go round the Ma\"pole, 
The Maypole, the Maypole, 
Here we go round the Maypole 
This lovely May-Day morning. 

So do we weave our garlands, 
Our garlands, our garlands, 
So do we weave our garlands 
This lovely May -Day morning. 

Gymnastic Play 
"Birds Learning to Fly" — Gymnastic Stories and Plays. 

May-Day 
*' Over the Bare Hills Far Away " — Songs and Games, pg. 32. 
Children are chosen to represent "brook," "clouds," "dande- 

195 



lions," etc. All are asleep as May slowly comes, from a dis- 
tance, and waves her hand to waken them. The first verse is 
sung before she reaches the sleepers. Each one as she calls 
him follows, till all join hands, dance around, and are welcomed 
by the rest. 

''Building the Nest'' 
A nest is built by a "mother" and "father" bird and is 
composed of a small circle of children. Two **eggs" — children 
kneeling with heads in the mother's lap — are "brooded over" 
by her. The father anxiously flies in search of food for the 
mother. (He bends over her, and pretends to pass food from 
mouth to mouth, but does not give it with his hands.) When 
the eggs are hatched the mother bird goes in search of food. 
The father flies about the nest, keeping watch, while a number 
of children steal softly forward, to "peep at the baby birds." 
When the birds are large enough the mother and father teach 
them how to fly. The parents slowly raise and lower their 
"wings" before the little birds, who imitate and finally are 
strong enough to follow. 

Occupations 

May Baskets 

A simple and effective May Basket is made from an envelope. 
Cut off the flap, by following the V-shaped opening on the 
back side. Paste several layers of colored tissue paper on the 
upper edge of each side. Fringe the tissue and "krinkle" it 
with the blade of a knife or pair of scissors. Finish off the 
edge with a lengthwise band and add a braided handle from 
one comer to the other. 



196 



May 
Second Week 



BIRD STUDY 



''Life attracts Life'' 

" Nature not only attracts the life of children, but a joyful 
and loving child-life attracts the life of Nature, particularly 
the life of birds." This mutual attraction Froebel pictures in 
his plays of "Beckoning the Chickens and Pigeons." 

The child delights in feeding birds and in seeing them come 
at his call, for the life of both seems to have something in 
common. This attraction leads to interest in the study of 
birds — their characteristics, habits, names and calls. 

In the "Bird's Nest" interest was centered in the home- 
making and the mother-love and care. More attention now 
should be paid to form, color, habits and characteristics of the 
birds. AVatch for attitudes and ways that are counterparts 
of the human family. Unusual incidents about the different 
birds make a lasting impression on the children's minds. 

It is interesting to watch the coy red-headed woodpecker, 
as she chooses her mate from three or four earnest and desirous 
friends ; to see how they circle above her head, and sing in an 
inviting manner, until finally she makes her choice and goes 
quietly off with the one selected. 

The easy-going cowbird likes better to put her eggs into a 
friend's nest for someone else to sit upon, while she visits with 
her neighbors ! 

The swallows, as they make their preparations for migration 
to the South, seem to have "conventions," at which they decide 
the "how, why and when" of matters. 

The anxious partridge will leave her nest at the sound of 
approaching footsteps, then rise and "drum" to attract 
attention away from her nest. These are personal traits 
attributed to the birds that make bird study interesting and 
helpful. Make careful study of two or three special birds. 

The development and curious habits of insect life are also 
interesting to watch. 

197 



BIRD STUDY 

Morning Talks 

Hang colored pictures of birds about the room. Name 
each of the most familiar ones and give their chief characteris- 
tics and calls. Let the children see, individually, how many 
they can name. 

Speak of the return of the birds, and that many find the 
same trees in which they built their nests last year. Some- 
times the robins build quite close to the house, for they know 
that they will be protected from their enemies who do not like 
to go near human dwellings. Robins like cherry trees best. 
Why? What do you think the robin sings? 

"Cheer up, cheer up, cheer up, chee, chee, 
Ripe cherries, ripe cherries. 
Ripe cherries for me!" 

Perhaps he says, 

" Pretty good cherry. 
Pretty good cherry, 
Pretty good!" 

The song sparrow calls, "Maids, maids, maids, put on your 
kettle, -ettle, -ettle, for tea-ee-ee!" says Burroughs, who trans- 
lates the calls so well. 

In the winter-time the chickadee says "Chickadee-dee-dee !" 
But when spring comes he chirps, " Spring is here !" or " Sweet 
birdie!" 

The brown thrasher cries excitedly, " Dig a hole ! Dig a hole ! 
Put it in ! Put it in ! Cover it up ! Cover it up ! Stamp on it ! 
Ha-ha-ha!" 

The whip-poor-will asks the father of the naughty boy if 
he is going to "Whip-poor- Will?" 

The black-throated green warbler says, "Hear me, Saint 
Teresa," and the indigo bird sings lovingly, "Sweet, sweet 
chee-er. Pretty, pretty, hear me chee-er! Listen, listen!" 

The " Peabody bird" (Silver- throat) gains its popular name 

198 



from the story of a man named Peabody, who as he was 
wondering what to plant in his field, heard a bird sing, ''Sow 
whe-at, Peabody, Peabody!" He follow^ed the advice and 
harvested a large crop! 

The goldfinch is one of the few birds that sing in flight. 
The rhythm of its song marks the undulating swing, " Po- 
chick-co-pee I Fo-chick-co-ipee !" 

Speak of the protective coloring by which Nature hides 
the birds from their enemies; how the partridge looks like 
the brown leaves; how the female ovenbird is like the olive- 
brown moss in her nest on the ground; how the woodpecker 
often looks like the bark of the trees, etc. 

The development of insects from the larval stage to the 
adult, affords good material for talks. Interesting stories can 
be found in "Insect Folk" by Margaret W. Morley, and 
"Among the Pond People" by Clara D. Pierson. 

Songs 
"The Bobolink"— G^a^/^or, No. 2, pg. 32. 
"The CroY^''—Gaynor, No. 2, pg. 34. 
"The Bluebird" — Song Echoes, pg. 16. 
"Summer is Coming" — Song Echoes, pg. 31. 
"The Bluebird" — Songs and Games, pg. 29. 
"Two Robin Redbreasts" — Songs and Games, pg. 31. 
"The O-NV'—Gaynor, No. 1, pg. 89. 

Stories 

"The Surgeon Bird" — Boston Collection. 

"The Bird's Concert "—Half a Hundred Stories. 

"HoAV the Robin's Breast Became Red" — Cook's Nature 
Myths. 

"Story of the First Woodpecker" — Holbrookes Nature 
Myths. 

"How the BirdsICradle Their Babies "—Mother Nature's 
Children. 

"First Book of Birds" — Olive Thome Miller. 

199 



BIRD STUDY 

Games and Recreations 

Finger Play 
''The Sparrows" — Finger Plays, pg. 49. 

Return of the Birds 

Call for different species of birds to "come from the South." 
Let the children who wear the appropriate colors represent 
the birds thus called. Red for robin, etc. When all have * 'flown 
North" they seek places in which to build their nests. They 
then fly among the children for "sticks," ''grass," etc. How 
glad we are to see all the birds again ! Sing " Fly Little Birds " — 
Holiday Songs, pg. 21, or "Flying Birds" — Songs and Games, 
pg. 103. 

Occupations 

Draw and color different birds and their characteristic 
nests. Illustrate a bird story. 



200 



May 
Third Week 

THE LIGHT BIRD 

Spiritual Possession 

Esthetic Gratification 
"We most do own what we ow^n not, 

But which is free to all, 
The sunset light upon the sea, 
A passing strain of melody 

Are ours beyond recall." 

The child found it a physical impossibility to climb to the 
moon and to grasp the ball of light. Lest the great distance 
should result in estrangement the light of the sun is brought 
down to him, by being reflected from the mirror or prism. 
The ray of light flies about the floor and wall, when the prism 
is moved; yet when he tries to catch the "light bird" it is 
always outside his hand, so that he realizes that it is "just 
shine" and cannot be caught in his hand. 

The light is, however, caught by one sense — that of sight. 
The eye may hold it in spiritual possession, when the hand 
may not hold it in the physical. This love of light, which he 
holds in his heart, is the truest, most lasting possession — his 
"beyond recall." 

" Light is the regnant sense and tests and orders the results 
of all the other senses. ' ' We speak symbolically of the * ' healthy 
eye," and of the "single eye" — through which the "whole 
body is full of light." We also apply it to the man whom we 
call a "seer" — one w^hose "inner eye" sees clearly. 

Light also, is used in a spiritual sense. We are told to 
"walk in the light." The sun, as the source of the world's 
light, is also a symbol of "Spiritual Light." As all Nature 
grows in the light and warmth of the sun, so also the soul 
grows in that of the spirit, and we sing, " Sun of my soul." 

The prismatic colors are caused by the breaking up of the 
rays of white light. The many colors are, however, contained 
in the unit of light itself. 

201 



Esthetic love of color is a cry of the soul and should be 
gratified. The child is a little savage in his love of ornamen- 
tation and of bright colors in objects of no intrinsic value. 
From this stage we lead him to the enjoyment of color in 
Nature and Art. Love of the beautiful in all things comes to 
those whose eyes are opened to see — and their hearts to receive 
— it in everyone and in everything. 

In the Window Plays Froebel continues the spiritual 
import of light transmitted to the soul through clear windows. 

Morning Talks 

Suspend a prism in the sunshine and the children will soon 
notice the colored light. Move the prism. The light flies like 
a bird ! It has all the colors of the birds which we have been 
studying. 'Red like the robin, orange like the oriole, yellow 
like the goldfinch, green like the ovenbird, blue like the blue- 
bird, violet like the indigo bird and pigeon. Shall we call it 
the " Light Bird" since it is made of light? Where did it come 
from? From the golden sun. When the clouds are in the sky 
it can't fly through, then we miss the "light bird!" What 
would we do if the sun did not send these messengers to gladden 
the earth ? No plants could grow, nor fruit nor anything else ; 
there would be no light. Just think of living in the dark all 
of the time! Speak of the midnight sun of Norway and the 
long nights. How cold it would be ! 

Review the "Boy and the Moon." Could he reach the 
moon by climbing the ladder? No. Could he reach the sun? 
No, and it would be too hot even if he could! Can we catch 
the light that the sun sends down to us? Let us try. No, it 
is always on the top of your hand! But I can see it shining 
in your eyes. Don't you love the beautiful colors? Then they 
are shining in your heart, too ! You can hold the "light bird" 
there even though you cannot catch it in your hands ! No one 
can take it away from you if you keep it there ! 

Nature is glad to see the "light bird" for the seeds have 
sprouted, the buds have opened, and the flowers have blossomed 
and all the real birds from the South are here to greet it. 
Dwell on the sun as the source of life in all things. 

202 



Songs 
"The Light Bird''— Miss Blow's Book, pg. 226. 

''The Light Bird''— Gaynor, No. 1, pg. 58. 

"The Sunbeams" — Holiday Songs, pg. 13. 

"Song for the Prism" — Holiday Songs, pg. 56. 

Stories 
"Bennie's Sunshine" — Boston Collection. 
"The Golden Windows" — Golden Windows. 
"Prince Harweda" — In Story Land. 
"The Broken Window Pane" — More Mother Stories. 
"Hiawatha and the Rainbow" — Longfellow. 
"The Story of Phaeton"— For the Children's Hour. 

"A Legend of the Rainbow" — A Brave Baby and Other 
Stories — Sara E. Wiltse. 

' ' My Shadow ' ' — Stevenson . 



203 



LIGHT BIRD 

Games and -Recreations 

The Light Bird 

"Light bird, do you live on high? 
Why so swiftly do you fly? 
In my hand I'd hold you — so, 
When I try, away you go!" 

"In your hand I cannot stay, 
For I'm just a golden ray. 
But your eyes may hold me fast, 
In your heart I'm found at last." 

The children enjoy trying to catch the moving light. This 
may be used for a short period of relaxation. 

The Rainbow Fairies 

The child representing the sun is closely surrounded by 
"clouds." The rest tap lightly on their desks to indicate 
''falling rain." Soon the clouds begin to scatter. As the sun 
(arms encircled above head) is seen through the clouds the 
six rainbow fairies (who wear colored paper caps) come skip- 
ping along. The "clouds" disappear, while the rainbow 
fairies join hands and dance around the sun. " Rainbow 
Song" — Songs and Games, pg. 90. As only six colors are 
taught, adapt the first line. 



204 



May 
Fourth Week 



SPRING FLOWERS 

Their Mission 

Flowers by the roadside, in the fields and woods bring a 
message of '' good cheer." The passer-by sees in the beauty of 
the buttercup the golden light of the sun, and feels a reflected 
glow. The violet brings the blue of the sky down into the 
dark woods. The beauty of all these floral messengers makes 
one glad of life in spite of its struggles and disappointments. 

The flowers do not live to themselves alone, but spread a 
table for the bees and butterflies, who feast daintily on the 
floral sweets and who then return the kindness by carrying 
pollen from blossom to blossom. Each life in Nature has its 
own mission. 

Flowers bear sunshine to invalids shut in from the glory 
of the outdoors. How the atmosphere of the sick-room is 
freshened by this breath from Nature's healing power! To one 
who is sad, discouraged and distressed it gives joy and new 
courage. 

We honor those who have passed from earth by bringing 
the beauty of the flowers' life — with all its symbolic meaning. 
Our soldiers gave their lives in service to others. We, there- 
fore, on Memorial Day, pay them this tribute, and the flowers 
have another mission. 

**^he most charming of all gifts is one of flowers. They 
are the representatives of all times and of all nations; the 
pledge of all feelings. We offer them to our beloved dead; 
dynasties are represented by flowers ; nations adopt them as 
emblems. Universal is their hold on human sympathies; 
universal their language." 

"For the sweetest parables of truth 

In otir daily pathway lie, 
And we read, without interpreter 

The writing on the sky. 

205 



The sunshine drops, Hke a leaf of gold 
From the book of light above, 

And the lily's missal is written full 
Of the words of a Father's love." 

Phoebe Cary 

Morning Talks 
Encourage the children to find as many flowers as possible, 
and particularly to become acquainted with the shy wood 
friends. Some flowers like best to grow in the sunshine — ^butter- 
cup, daisy, dandelion, etc. Others like the shade of the woods — 
anemone, violet, bloodroot, Solomon's seal, etc. Some like 
dry places, others moist. See if you can tell what each flower 
likes best when you find it growing. 

Why are some flowers so sweet and others so brightly 
colored? They want the bees to visit them. These visitors 
are glad to find sweetness in the flowers, but when they fly 
away, their backs are covered with golden pollen dust — they 
are funny looking fellows. As soon as they go into the next 
flower they rub the dust off on the stigma of the pistil (show 
stigma, style and ovary of the pistil, and the anther and fila- 
ment of the stamen) and when they leave the second flower 
they are again covered with pollen dust. That is just what the 
flowers want them to do. (For cross fertilization in story form 
use the ''Lily Seed" given here.) Study also the parts of the 
plant, their use, manner of growth, etc. Dwell also on the 
mission of the flowers in giving pleasure and cheer to those who 
are sick. Give lessons on the " Bee," its development, cell-mak- 
ing, etc. Speak of the soldiers' devotion to their country, their 
loyalty and faithfulness, but do not dwell on the sadness of 
their fighting and death. We honor them by setting apart 
Memorial Day and offering our flowers. 

Songs 
''Memorial Day" — Holiday Songs, pg. 48. 
"Soldiers True" — Holiday Songs, pg. 51. 
"The YioleV'—Gaynor, No. 1, pg. 80. 

206 



''The Tulips''— Gaynor, No. 1, pg. 82. 
"Buttercups" — Gaynor, No. 2, pg. 21. 
''The Daisy" — Songs and Games, pg. 22. 

Stories 
"Little Beta and the Lame Giant" — In Story Land. 
"A Story of Decoration Day" — In Story Land. 
"What They Did"— In the Child's World. 

"Picciola" — (The Prison Flower) — A Kindergarten Story 
Book. 

"Story of Buzzy" — Boston Collection. 

"How Mother Nature Sets Table for Insects" — Mother 
Nature's Children. 

"Flower Stories" — Lenore E. Mulets. 



The Story of a Lily Seed 

This is a true fairs' story of how a little seed grew. 

Inside a lily bud lived a king and six loyal knights. King 
Pistil, as he w^as called, wore on his head a three-sided crown 
covered with fine, sticky hairs. This was his stigma crown. 

The king was very tall and slender. His Stamen Knights, 
as he called them, were not nearly as tall, and on their heads, 
instead of crowns, they carried long, black anther-baskets. 

What do you suppose they carried in these baskets ? Golden 
pollen dust! Each little basket had two lids. Just as soon as 
the bud opened the king commanded that the lids be lifted 
to show passers-by how rich he was in gold. 

]\Ian3^ bees and butterflies, and even a humming-bird, 
came to admire the king's golden treasure. 

One day the king was sad. " I know that I am very rich," 
he said, "but what good will all my gold do me Avhen I die? 
I wish I had a son and heir to whom I might leave my wealth !" 

The king was so sad that Honey Bee, calling, asked him 
why he was so troubled. 

207 



" I have no son to inherit my wealth," said the king. 

'* If you will let me have some of the hone}^ in your kitchen, 
I will tell you what to do," said the bee. 

"You may have all that you can carry," replied the king, 
"if you will only tell me how I can have a son and heir!" 

"All your gold cannot bring you what you desire, if you 
keep it," said Honey Bee, "but I know of another lily king 
who also wants a son and heir. If you will send him a generous 
gift of your golden pollen dust a son will come to you." 

"How can I reach this king? I cannot possibly leave my 
subjects, nor spare one of them to go!" 

"I will carry your golden gift," said the bee. "As I pass 
out, let your six Stamen Knights empty their anther-baskets 
on my back. I will then fly directly to this other Pistil King 
and return to you." 

The king thanked the bee, and gave him his best golden 
pollen dust. 

Honey Bee soon delivered the golden gift. This other 
Pistil King was so pleased with the treasure, that he asked 
the bee to carry back some of his own store of gold, as a thank- 
offering to his kind neighbor. Honey Bee was very glad to 
carry it, and told this kind-hearted king that because of his 
goodness he would find a little son in his seed-cradle. 

The king thanked the bee who flew back to the other lily 
castle. As he entered the door the first person he saw was 
the king himself. So he showered the gold all over the king's 
stigma crown. As the hairs were sticky the golden pollen was 
left shining all over it ! 

The king was surprised, but did not brush it off for the 
bee said, "This is fairy gold. Your first wish, while it stays 
on your crown, will be granted." 

" Oh, I wish for a son and heir," eagerly exclaimed the king. 

"Your wish will be granted. Look below in your seed- 
cradle in the ovary-nursery." Then the bee flew away. 

The golden dust had disappeared from the king's crown; 
but when he looked in the long narrow cradle, he saw a tiny 
white seed — a son at last! He was very happy indeed, and 

208 



took such good care of the little seed, and others too, as they 
came, that they grew larger and larger. 

At length King Pistil and his six Stamen Knights felt 
themselves growing old. The king therefore begged the great 
Sun to take special care of his baby seeds, and keep them warm. 

He then asked ^lother Earth to give the Plant Nurse 
plenty of sweet juices to feed the growing seeds. When Sun 
and Earth had faithfully promised, the castle doors were 
closed, and king and knights were seen no more. 

The little seeds grew large and brown and when their room 
became too small they opened the door and jumped to the 
ground. There Mother Earth held them in her warm arms 
during the cold winter. 

When spring came they felt themselves growing into plants, 
and by summer-time they began to build lily castles like that 
in which they were bom. Honey Bee soon came to visit 
them and told them the same story that he told their father. 
And that is the true story that I am telling you. 

(Reprinted by kind permission of "Primary Plans.") 



209 



SPRING FLOWERS 

Games and Recreations 

Smelling Game 

Test the accuracy of the sense of smell by letting the 
children with eyes closed guess the smell of familiar flowers. 
If a child guesses the right name the rest clap, and he wears 
the flower as a reward. Use the "Smelling Game" — Merry 
Songs and Games, pg. 136, or in Kindergarten Chimes, by 
Kate Douglas Wiggin, pg. 106. See also how many can rightly 
name all the flowers brought in. 

Gymnastic Plays 

"A Walk in The Orchard" — Gymnastic vStories and 
Plays — Stoneroad. 

Occupations 

Draw, color or cut simple flower forms. These will also 
make interesting units for borders and surface designs. 



210 



JUNE 




June 
First Week 



THE LITTLE ARTIST 

Creative Self -Activity 

The drawings of the child are not valuable in themselves, 
as art, but as the expression of a creative impulse. "What 
he has learned in life he passes in review before his soul.' 
He bears within, a "little world" which he "strives to re- 
create." This is done by means of pencils and paper, tracing 
in sand, modelling in clay, etc., but whatever material is used, 
the child is truly creative. As he learns to thus express himself 
the result becomes more nearly a reproduction of the idea he 
has within. 

Drawing helps to make experience more vivid — for thought 
is not complete till it goes forth in action. Any vagueness 
that exists is at once shown, and as this is cleared away the 
mental picture stands out more perfectly. Orderly thinking 
will then follow. 

The past year has been rich in experience for the children, 
and many "seed thoughts" have been planted. How much 
their bodies, minds and souls have gained! Can we estimate 
it? Not by the books carefully read, the number work labori- 
ously learned, nor the written w^ords and letters perfectly 
formed. These are necessary, but not the most essential for 
the growth of character. Impressions from many sources 
have been gained and new interests have been developed — 
which need to be expressed. The fruit of the year's work may 
be thus seen, though imperfectly, yet we catch a glimpse of 
the active, creative being within. 

In the " Little Artist" the highest plane of development is 
reached. From a " Child of Nature," with his animal instincts, 
to a " Child of Man," with his social heredity and environment, 
he ascends to receive his divine birthright as a free, creative 
being — child of God. 

Through sympathetic understanding of the life of Nature 
his lower instincts were guided by love of the higher, and in 

213 



the ascending scale of growth he ought to take with him only 
the best. Through intelligent relationship with the industrial 
and social world he has found his place in it. In all this he has 
gained a consciousness of his own power which now clamors 
for expression, and the creative activity of the *' Little Artist" 
thus expresses itself. 



214 



THE LITTLE ARTIST 

Review 

Make a summary of the year's subjects, through the fall, 
winter and spring, to show the links in the chain. 

How did we greet each other when we first came to school ? 
Said, "How do you do?" 

When we went home, what did we do? Told our mothers 
what we had seen and done, just as the pigeons did. 

What does mother do with her treasures? Puts them 
carefully away. What does Mother Nature have that she 
treasures? Seeds. When they are ripe, what does she do? 
Scatters them where they will grow next year. 

Who cares for you? Father and mother. 

Who else do they care for? Brothers and sisters. What 
must each one do to make a happy family? (Duties of each.) 

In what does the family live? A house. Who built it? 
The carpenter. How thankful we should be to him for pre- 
paring a warm place for the winter! He built the bam for 
all the animals, too. (Enumerate.) 

What does the cow give us? Milk. How did Lena and 
Peter help? (Review interdependence.) 

What did Peter cut when the harvest time came? Com, 
wheat, etc., and took it to the miller. (Review process through 
baker.) 

Who planted the first corn in this country? Indians. 
(Review historic subjects.) How much we have for which to 
be thankful ! 

For what else must we be thankful at Christmas time? 
(Review "loving and giving" and Christmas stories.) 

How do we know what time it is? The clock tells us. 
What does it say to us? "Do the right thing at the right 
time." 

When Jack Frost came, what did he do to the rivers and 
rain? Turned them to ice, sleet and snow. 

The days were short and the nights were long in winter. 

215 



What did we see in the sky at night? Moon and stars. Does 
the moon always look the same? No. (Review phases.) 

What pets live with us? (Review domestic animals.) 
How kind we should be to these friends ! 

What men were kind, brave, and knew how to guide their 
horses? The knights. 

What other men were brave and served their country? 
Lincoln and Washington. 

What heroes do we see every day? Firemen, etc. 

Who gets coal for us? The miner. 

Who uses it in his forge? The blacksmith. 

What other workers help us ? 

What is it that we feel but cannot see? The wind. 

March is the first month of spring. The buds have been 
asleep all winter. What happens as Nature awakens after 
her long rest ? Sap starts, seeds sprout, etc. 

What does the farmer do? Plants seed and cares for it. 

How did he care for his animals ? Built a fence around the 
pasture to keep them inside. 

What have we in our gardens that we must care for? 
Plants. The rain and sun helped them to grow but we must 
do our part. 

When the leaves unfold and the flowers blossom how happy 
we are! 

Were there any birds here during the winter? Only a few. 
Where were the rest? In the South. When did they come 
back? In the spring. What did they do? Built nests and 
cared for the baby birds. 

How many kinds of birds can you remember ? (Enumerate.) 

What kind of bird was it that we could see but not touch ? 
The "light bird." 

What else came with the spring? The flowers. How 
many do we know? (Enumerate.) 

How much we have been learning this year! You are 
almost a year older now. (Show some of the work done at 
the first of the year and at the present time to emphasize 
progress and growth.) 

216 



Songs 
Review favorite songs. 

Stories 

"Little Artist" — Miss Blow's Songs and Commentaries. 
Review favorite stories. 



217 



LITTLE ARTIST 

Occupations 
As the subjects are reviewed let the children make a 
" sketch book." Number the sheets as the pictures are drawn. 
When this is completed bind the pages together. Make a 
simple cover with printed letters ''Sketch Book" and the 
child's name. Colored border lines add to the effect. This 
will give a review of the year's^subjects — the creative work 
of the "Little Artist." 



218 



June 
Second Week 

THE BRIDGE 

Anticipation 

The opposite banks of a river are separated but the space 
is spanned by man's skill. Those parts, that otherwise could 
never meet, are thus connected. In life we are constantly 
trying to make connections. 

We also see this in Nature. Day and night meet in dawn 
and twilight ; summer and winter in autumn and spring ; heat 
and cold in the luke warm temperatures. Sharp contrasts 
are bridged by transitions — black and white in gray. Between 
the past and the future stands the present. Between our 
present realized self and our future unrealized self is the 
bridge of activity by which w^e cross toward the ideal. Each 
must build this bridge for himself, for our life is filled with 
difficult contradictions. 

The smmmer vacation separates the spring and fall months 
of school work. Thus a bridge must be built. We have re- 
viewed all that has been seen on one bank. We now look 
across to the opposite one — "fall." Through vacation we 
cross the bridge of anticipation, which our imagination builds. 
Wonderful are the "air castles" that w^e construct for the 
opposite bank, where lies the fairyland of childhood. Imagi- 
nation is a good carpenter and the buildings of anticipation 
are wonderful structures. Yet how often it has been said, 
"This is even better than I anticipated!" The bridge of 
realization may be even more beautiful than that of anticipa- 
tion. After it is crossed Ave build the bridge of retrospection — 
thus enjoying life in a threefold measure. 

"There is a myster}^ of the unknown 

That fascinates us; we are children still, 

Wayward and wistful; with one hand we cling 

To the familiar things we call our own, 
And with the other, resolute of will 

Grope in the dark for what the day will bring." 
[. • Longfellow 

219 



THE BRIDGE 

Vacation Talks 

When the past has been reviewed look forward to the 
coming vacation. Where are you going? What are you going 
to do ? What would you like best to do ? Some may be going 
to the mountains and to the beach, near a river, or others 
remain at home. Talk of different modes of travel — carriage, 
electrics, train, boat, etc. The horse, train, etc., carry us 
quickly. How could we cross the river if there were no boats? 
I am thinking of something that stretches from one bank to 
another. It's just as good as a boat because we can go across 
the river to the other side. A bridge. 

How many have seen a long bridge? Show pictures of 
various bridges — from rustic boards to those of iron frame- 
work. What would the people on one side do if there were no 
bridges on which to cross? How strong it must be! The 
carpenter must do his work well. 

How many ever played in a brook, ever sailed boats, made 
water wheels, mill dams or made bridges in it? Sometimes 
it is shallow, and we can walk across it on the stones. That 
is Nature's bridge. 

Have about the room pictures of different kinds of bridges, 
also of outdoor life that will come in the summer vacation. 

Dwell on recreations and joys of vacation time — of the 
ocean, the bathing, digging in the sand, etc. ; of the mountains 
with picnics in the woods, swings and hammocks in the 
trees, etc. 

Songs 
"The Bridge''— Miss Blow's Book, pg. 238. 
"The Brooklet's Song" — Holiday Songs, pg. 60. 

Stories 
"The Stepping Stones" — More Mother Stories. 
"Willie's Visit to the Sea Shore" — Half a Hundred Stories. 
" Owney's Trip Around the World " — Stories of Brave Dogs. 

220 



THE BRIDGE 

Games and Recreations 

London Bridge 

This can be played out of doors at recess, by dividing the 
children into groups and having several bridges, or it can be 
used as recreation in marching. Build a "bridge" at the end 
of several rows, under which the children go (representing a 
river winding in and out). 

Under the Bridge 

A long bridge is formed by two rows of children who 
clasp hands as in '' London Bridge." A mother duck and her 
" ducklings four" swim in the water under the bridge, and are 
fed by the children on the shore. (Use second verse of " Duck 
Game" — Song Echoes, pg. 121.) 

Vacation Games 

The Train 

The popular game of train can be used in connection with 
the vacation journey. Where are you going? What have you 
seen? Song Echoes, pg. 122. 

Swinging 

The swings are formed by two children facing each other, 
whose clasped hands represent the board on which an imagi- 
nary playmate is seated. A child pushes the swing forward, 
then back rhythmically, and runs under on the fourth forward 
movement. These swings are so located at intervals around 
the room that a circuit is made by those running under. Let 
the latter change places with those forming the swings that all 
may have the fun. Song Echoes, pg. 90. (Those who run 
should not sing.) 

Rowing 
All make preparation for a day's outing on the river. The 
"boats are entered" — the children sit on desks, feet in chair. 

221 



They pull with oar strokes, and bend the body in time to the 
music. Use *' Lightly Row" in Songs and Games, pg. 43, or 
the "Invitation to Go Rowing" in the Kindergarten Review 
for June, 1902. 

The Picnic 

Having reached a ** green bank" of the river, all jump out, 
have their ''picnic" (sit on the floor), ''eat luncheon," tell 
stories, etc., and then row home again. 

Gymnastic Plays 
"A Picnic" — Gymnastic Stories and Plays. 



222 



June 
Third Week 

OUTDOOR EXCURSIONS 

Enjoyment 

**Up, up, my friend, and quit your books 

Or surely you'll grow double! 
Up, up, my friend, and clear your looks — 
Why all this toil and trouble? 
♦ ^ ♦ ^ 
Go out into the world of things, 
Let Nature be your teacher." 

Wordsworth 

The freshness and beauty of the summer's glory gives 
enjoyment, "for this is the perfect freedom of every life that is 
obedient to the laws of its highest capacity. " The birds sing 
for very joy, the flowers pour forth their fragrance and don 
their brightest hues, the trees lift their branches high in the 
sunlight; even the busy insect folk join in the "song of life." 

Do you wonder that children love to be a part of all this 
as they roam through the woods and meadows, gathering 
flowers and learning Nature's lessons? Their life is very near 
to Nature herself. Their hearts are receptive to her influence, 
but their eyes need to be opened, that they may know as well 
as feel her great secrets. 

As the sympathetic teacher takes her children to learn 
these lessons, she must be ready to interpret simply the life 
of flower, tree and bird, and to inspire each child to make new 
discoveries along the path. 

As he comes into intelligent sympathy with the things 
about him he will feel the "unity of life." Thus he will rise 
"through Nature to God." 



223 



VACATION MONTHS 




General Suggestions' 



GENERAL SUGGESTIONS 

I. Occupations 

In the Primary Grades the matter of discipline is largely 
a question of right occupation or "busy work." It has been 
mentioned in the introduction, that through the gifts im- 
pressions of the outer world are made upon the inner life of 
the child. Children must be allowed to bring forth these 
impressions in tangible form in order to make the process of 
education complete. 

The occupations give the necessary material by which the 
inner life expresses itself. This can profitably be used during 
the last hour of the day, for the children then need industrial 
work rather than the mental tasks that are often imposed 
upon them. 

Pricking 
The "point" is here used to make angles and lines in 
different positions. Care should be taken lest children grow 
nervous over it. 

Thread-Laying 
This is a form of drawing and is good preparation for 
pencil work. The thread should be about eighteen inches long 
and the ends joined. It should be kept wet, laid on a slate 
and the different forms made with a small stick. It can be 
used for free illustration of song and story. 

Sewing 
By connecting two points with the thread in sewing the 
line is generated. Sewing develops a sense of the beautiful 
and makes the children inventive. The expression of their 
originality is fixed in permanent form and can be used as 
presents for the parents. Use both straight and circular 
patterns. 

Stick-Laying 
With small children, slats are first used. These have more 
obvious length and breadth, but they form a transition between 

227 



the smaller stick — "the line," and tablets — "the surface." 
The smaller material makes greater demand upon the child 
and must be handled very carefully. Give dictation first, then 
allow invention. Let the children make designs with two 
sticks and continue as far as seven. Make borders, "forms 
of beauty" (designs) and "forms of life" (common objects). 

Paper-Cutting 

A simple tool, the scissors, is here introduced, and affords 
a beginning in the mastery of the outer world. This occupation 
trains the child to be careful, accurate, inventive, and helps 
him to discover different ways to transform material. 

Paper-Kolding 

Froebel saw many latent possibilities in the simplest 
material. Paper is common to every child. By using it 
intelligently, he becomes more exact, and learns that if one 
crease is wrong the whole is spoiled. The children should be 
given simple figures and then be allowed to invent freely — after 
having learned to follow direction. 

Weaving 

The child shows his interest in this primitive art when he 
interlaces his fingers or make a "cat's cradle." Color, form, 
number, size, position and direction are here taught, and it 
is seen that one mistake destroys the symmetry of the design. 
Large mats — oil cloth strips — used with slats make weaving 
easy to introduce. Paper mats should also have wide strips 
lest nervousness result. 

Parquetry 

This consists in laying tablets, or in pasting colored papers, 
to make surface designs. The square, circle, oblong and 
divisions of each are used. 

Peas Work 
All geometric work foreshadows the modelling of the solid 
form. Start with one stick and one soaked pea — call it a 

228 



"hammer." Add a pea to the other end. Join two of these 
forms together to make a square "window," etc. Construct 
as many other geometric forms as possible and turn them into 
doll's furniture, carts, etc. (Use button moulds for wheels.) 

Modelling 

Cardboard modelling, of simple forms based on the cube 
and square prism, can follow paper-folding. Tin moulds can 
be used in the sand table or free modelling with wet sand. 
Clay affords good plastic material for forms developed from the 
sphere, cube and cylinder. 

Seat Work 

It is necessary that the seat work be so arranged that the 
children will have plenty to do while the teacher is busy with 
the several classes. A box, inside each desk, containing pegs, 
lentils and toothpicks, gives occupation to the fingers after 
the eyes have been tired by reading and writing. It will be 
found useful to have sets of envelopes containing material that 
will train the vision and thought. First Set contains five 
different pictures, with the name beneath, and ten smaller 
cards which bear names to match each large one, fifty in all. 
Second Set gives a list of spelling words (five or six) and sepa- 
rate letters for the building of the same words. Third Set has 
a card with the figures from one to ten and fifty smaller cards 
with duplicate numbers. Fourth Set consists of a card with 
the large and small letters of the alphabet, and smaller cards 
with duplicate letters. Fifth Set contains a chart of the spec- 
trum colors and smaller strips of colors to be used in matching 
it. Sixth Set encloses a card with five short sentences, and 
smaller cards with duplicate words, for sentence -building. 
Seventh Set gives several alphabets to be used in voluntary 
word-building. Eighth Set contains numerous words to be 
used in voluntary sentence-building. 

With a good supply of material in the desk and plenty 
of work in the class there is but little time for idleness or 
inquisitiveness . 

229 



Stories 

Give at least two stories each week. It has been said that 
the^story told by an interested and energetic teacher makes a 
much deeper impression than one that is read. It may be 
true, but many children are held spellbound by the gestures 
and personality of the story teller, when but little of the sub- 
ject matter may be digested. If a story is well read, children 
even in the lowest grade can be taught to be earnest and 
attentive listeners, even though the teacher makes no other 
demonstration than the modulated voice. Therefore, read 
some of the stories, especially in the latter part of the year, 
for it is necessary that children be taught to concentrate their 
minds on the subject matter presented. 

II. Dramatization 

Stories form an important part of the education of children 
who are hungry for them. A wise choice is very important, 
for the story land is a real one to the children, and as they live 
in the incidents related they make these ideals their own. 

The impression which the story makes should be expressed 
by the children in as many ways as possible; by oral repro- 
duction, illustration, and by taking the part of characters in 
the given scene. 

Dramatization of the story, when the children are perfectly 
familiar with it, should be the result of their own ideas, with 
as little help as possible from the teacher. Few stage prop- 
erties need be used, for the imagination is stimulated, as the 
little actors take their parts in real earnest. 

Miss Sara Cone Bryant, in " How to Tell Stories to Children" 
gives good suggestions for this form of self-expression. 

III. Relaxations 
Simple activities, to quiet the children after active play, 
or to exercise the muscles after a period of sitting still, come 
under this heading of relaxations, and are most important. 
The windows should be thrown open during these five minute 
periods. 

230 



Hildie's Play 

A child chosen to stand before the class says to a child 
in front of him : — 

" Hildie has a new play." 

The other asks, 

" How does she play?" 

The first replies, relaxing one hand, 
' ' She plays this way. ' ' 

The rest imitate. The same form is addressed to another 
child. The other hand is then relaxed in answer. This motion 
is continued with both hands. Relax first one foot, then the 
other, and end by nodding the head. 

Jumping the Brook 

''As we were walking through the woods we came to a 
little brook. There was no board to put down so we had to run 
and jump over it. Here is the stream." (Draw two parallel 
chalk lines a short distance apart.) "See if you can jump 
over it, and not wet your feet!" (One row at a time runs and 
jumps.) 

Running 

Running in time to music or clapping, is good training 
for rhythm. One row at a time should thus run, and try to 
'* keep step " with its leader. 

Hopping 

*' I know a little boy w^ho went in wading at the seashore. 
Suddenly something bit his foot and he jumped up and down 
on the other." Jump rhythmically first on one foot, then on 
the other, then on both, and always land on the toes. 

Vaulting 

"I went to the circus and saw some men riding on white 
horses. One man jumped right over his horse!" Children 
stand, face their chairs, with one hand on their own desk, 

231 



and the other on the desk behind. The teacher *' counts 
three." On the third count all jump through the chairs to 
the other side, and face about, ready to jump back again. 
This is good muscular exercise. 

Bean Bag Races 

A ''captain" stands at the head of every row, tosses the 
bean bag to each child in order to see which can finish first. 
Bags in each row are passed or tossed back, over the heads. 
The children must not turn around. This gives training in 
self-control. 

Two leaders may race, in order to see which can first carry 
a certain number of bags from the front desk of his row to 
the back. Many other games will suggest themselves. 



SENSE GAMES 

" Two Little Windows'' 

Cover a few simple objects. Let one row at a time stand, 
and as the cover is lifted for three counts, see how many 
objects each child can remember having seen. (Timely Songs 
and Games — Clare Sawyer Reed, pg. 12.) 

Listen! 

One child chosen to be the " Bell Ringer," calls upon some- 
one to "listen." The latter puts his head on his desk, while 
the former tip-toes to another part of the room, and rings his 
bell. Without raising his head, the one blindfolded points in 
the direction from which he thinks the sound came. If he 
is right the rest clap, and he takes his turn as " Bell Ringer." 
{Reed Book.) 

The '' Bell Ringer'' 

All the children have their heads on their desks except one 

chosen to be the "Bell Ringer." He places the bell on the 

desk of one child, quickly taps the button and runs. The 

other tries to catch the bell ringer before the latter reaches 

232 



the seat whence he started. If the chase is successfiil the 
captive is placed in a comer, and the pursuer becomes the 
next "Bell Ringer." 

The ''Mystery Man'' 

The "Mystery Man" carries a bag, in which are a number 
of objects. As he moves up and down the aisles, the rest 
stand with hands behind them. The "Mystery Man" leaves 
an object in the hands of a number, and then calls upon them 
to tell "by feeling" what they think he gave them. {Reed 
Book.) 



233 



IV. REFERENCES 

SONG BOOKS 

'Songs and Music of Froebel's Mother Plays" — Susan E. Blow 

D. Appleton Co., New York 

* Songs and Games for Little Ones ' ' — Harriet S. Jenks 

Oliver Ditson Co., Boston 

'Song Echoes from Child Land" — Harriet S. Jenks 

Oliver Ditson Co., Boston 

'Finger Plays" — Emilie Poulsson 

Lothrop Publishing Co., Boston 

'Holiday Songs" — Emilie Poulsson 

Milton Bradley Co., Springfield, Mass. 

'Songs of the Child World" — No. 1 and No. 2 — Jessie L. Gaynor 

John Church Co., New York 

'Song Stories" — Mildred J. and Patty S. Hill 

Clayson F. Summy, Chicago 

' Timely Games and Songs for the Kindergarten ' ' — Clare Sawyer Reed 

Hammett Co., Boston 

'Songs for Little People" — Grace Wilbur Conant 

Pilgrim Press, Boston 

'Songs for Little Children" — Parts I and II — Eleanor Smith 

Milton Bradley Co., Springfield 

'Merry Songs and Games" — Clara Beeson Hubbard 

B aimer and Weber Co., St. Louis 

' Kindergarten Review ' ' — 

Milton Bradley Co., Springfield 

'Mother Goose Songs for Little Ones" — Ethel Crowninshield 

Milton Bradley Co., Springfield 

'Kindergarten Chimes" — Kate Douglas Wiggin 

Oliver Ditson Co., Boston 



STORY BOOKS 

"Mottoes and Commentaries of Froebel's Mother Plays" — Susan E. Blow 

D. Appleton Co., New York 

"In the Child's World" — Emilie Poulsson 

Milton Bradley Co., Springfield 

"For the Children's Hour" — Collection by Caroline S. Bailey and Clara 
M. Lewis 

Milton Bradley Co., Springfield 

"Boston Collection of Kindergarten Stories" — 

J. S. Hammett Co., Boston 

234 



"Half a Hundred Stories" — 

Milton Bradley Co., Springfield 

"Mother Stories" and "More Mother Stories" — Maud Lindsay 

Milton Bradley Co., Springfield 

"The Story Hour" — Kate Douglas Wiggin and Nora A. Smith 

Houghton, Mifflin Co., Boston 

' ' In Story Land ' ' — Elizabeth Harrison 

Sigma Publishing Co., Chicago 

"A Kindergarten Story Book" — Jane L. Hoxie 

Milton Bradley Co., Springfield 

"The Golden Windows" — Laura E. Richards 

Little, Brown & Co., Boston 

"The Book of Nature Myths" — Florence Holbrook 

Houghton, Mifflin Co., Boston 

"Flower Stories" — Lenore E. Milets 

L. C. Page Co., Boston 

"Insect Folk" (and other Nature books) — Margaret W, Morley 

Ginn & Co., Boston 

"Among the Pond (and Meadow) People" — Clara D. Pier son 

E. P. Button Co., New York 

"Mother Nature's Children" — Allen Walton Gould 

Ginn & Co., Boston 

"Through the Barnyard Gate" — Emilie Poulsson 

Lothrop, Lee and Shepherd, Boston 

"The Runaway Donkey" — Emilie Poulsson 

Lothrop, Lee and Shepherd, Boston 

"Fairy Tales" — Grimm and Andersen 

Houghton, Mifflin Co., Boston 

"Fairy Land of Science" — Arabella Buckley 

D. Appleton Co., New York 

* * Gymnastic Stories and Plays ' ' — Rebecca Stoneroad 

D. C. Heath Co., Boston 

"Educational Gymnastic Plays" — Fanny L. Johnson and Jennie M. Colby 

Educational Publishing Co., Boston 

"All Around the Year" — (Four Seasons' Series) — Frances L. Strong 

Ginn & Co., Boston 

"Kindergarten Stories and Morning Talks" — Sara E. Wiltse 

Ginn & Co., Boston 



235 



riRO » 



I^AB 21 1308 



l/ 



